School nurses are in a key position to promote children's physical activity. They engage all children in health dialogues and use different approaches to inform children about physical activity and motivate them to change their physical activity level. In a school context, it is important to explore and problematize school nurses' views of children's physical activity and the influence of these views on their professional practice in the school health service. Identifying and problematizing school nurses' views of physical activity would enable them to create improved guidelines and equivalent ways of working in the future. Therefore, this study aims to discursively explore Swedish school nurses' views on school children's physical activity and its promotion and elucidate them through a discursive framework based on sensitizing concepts. This study uses a qualitative research design with a constructivist grounded theory approach. Semi-structured interviews were conducted with 24 school nurses. The analysis resulted in a core category describing how school nurses use intertwined views to lead children from sedentarity to physical activity. Furthermore, the school nurses' practices were identified in three categories: fostering everyday movement as a tool for health, battling children's sedentarity under difficult conditions, and promoting everyday movement and compensating for unequal access. The results indicate that school nurses lack common and clear guidelines for their mission to promote physical activity to children, which may lead to inequality in access to physical activity for children and young people.

In Swedish school health services, local initiatives have been taken to use physical activity on prescription (PAP) to encourage physically inactive children to become more active. Previous research shows that interprofessional collaboration plays a crucial role in promoting physical activity in children, as well as in promoting health in schools. However, there is a lack of knowledge about PAP for children in the school setting, including how medical and educational staff can work together to encourage children who have been recommended PAP. Therefore, this study aims to explore the perceived facilitators and barriers concerning interprofessional collaboration regarding physical activity on prescription in the school setting, as viewed from the professionals' perspectives. Semi-structured interviews were conducted with 21 professionals who work with the method in school settings. The data were analyzed using Reflexive Thematic Analysis. The results reveal both barriers and facilitators for interprofessional collaboration on PAP in the school setting, as perceived by professionals. Organizational and structural obstacles within school institutions hinder collaboration, while a shared commitment to PAP, characterized by consensus-building, acts as a facilitating factor. PAP for children in a school setting is still an unexplored area and further research is required.

Following the outbreak of the COVID-19 pandemic, most European countries imposed lockdowns, whereas Sweden introduced soft restrictions. Sports and physical activity could continue if conducted 'safely' and outdoor activities were even promoted if restrictions on the number of participants were not violated. The aim of this article is to demonstrate how the pandemic led to transitions and transformations of typical indoor sports activities to the outdoors and to outdoor recreation, or what we call an outdoorification process of sports and recreation, and how the changes were perceived by the population. Sweden is used as a case study. The inquiry is based on three studies involving more than 100 semi-structured interviews, two national questionnaire surveys and a regional-based PPGIS study. Based on the results, we argue that the outdoorification process is likely to influence how sport and recreation is understood and practiced also in the years after the pandemic.

Simple Summary

To improve horse welfare and ensure a sustainable equestrian future, we need to understand human behavior in relation to the challenges of the sector. This article maps and analyzes how individuals within the equine sector in Sweden and Norway define environmental challenges. An analysis based on a model for behavior change (the COM-B model) shows that there is a capacity for change, and that skills and knowledge exist, but that some individuals desire more information and a deeper understanding of the issues at hand. Physical constraints such as location, resources, and time seem challenging for individual actors to influence. Economic factors are also identified as impediments to transformation. Cultural norms related to orderliness within stables, although not directly addressing ecological challenges, might serve as a foundation for promoting environmental initiatives that will also improve horse welfare.

Abstract

To improve horse welfare and ensure a sustainable equestrian future, we need to understand human behavior in relation to the challenges of the sector. The purpose of this paper is to map and analyze how individuals within the equine sector in Sweden and Norway define the environmental challenges they are faced with and how these are related to questions about horse welfare. A mixed-methods parallel design was used. The data consist of survey answers and semi-structured interviews. The survey, responded to by 697 Swedish and Norwegian participants, ensured statistical validity and power through a sample size calculation yielding approximately 385 participants. To deepen the understanding, 36 semi structured interviews with Swedish and Norwegian interviewees were conducted. An analysis of convergencies and divergencies between the data sets provided robust insights into the perceptions and behaviors within the equine sector in Sweden and Norway. The findings show that the equine sector has cultivated a stronger environmental commitment over the last 15 years (Svala, 2008). However, many participants express a perceived lack of influence on this transformation. The COM-B model (Michie, Van Stralen & West, 2011; Michie, Atkins & West, 2014) and previous research on 'thinking structures on climate delay' (Wormbs & Wolrath, 2023) are used to interpret the data. The analysis indicates that there is an overall capacity for change, and that skills and knowledge exist, but some individuals desire more information and a deeper understanding of the issues at hand. Higher barriers to change were found in the opportunity component, where physical constraints such as location, resources, and time seem challenging for individual actors to influence. Economic factors are also identified as impediments to transformation. Cultural norms related to orderliness within stables, although not directly addressing ecological nor ethical challenges, might serve as a foundation for promoting environmental initiatives that will also improve horse welfare.

To improve the experiences of children and parents and prepare those who arrange the activities for parental needs the aim of this article is to describe and analyse parental roles in a horse-riding activities for younger children in Sweden and Norway. Horse-riding for younger children is an individual sport but conducted in interplay with others such as parents and horses. To understand these interactions, Goffman’s dramaturgical approach and insights from research on sport and gender have been used. The main result is that during the activity, the child and the parent interact and perform as a team. In addition, the team performance is influenced by gender constructions. The gender construction is, however, different from what former has been shown in research on sport and gender.

Under senare år har ridskolor öppnat sin verksamhet för yngre barn. Aktiviteterna består av ridning, men även sysslor i stallet (Thorell, 2017; Hedenborg et al, 2021). Ridsporten är inte ensam om att erbjuda aktiviteter för denna åldersgrupp. Även andra idrotter har öppnat dörrarna för de yngre barnen (Lindroth, 1991; Hedenborg, et al, 2020). Aktiviteter för denna åldersgrupp erbjuds även av kommersiella aktörer (Karlsson, 2022). Trots att allt fler aktiviteter erbjuds är forskning om vad som pågår i dessa verksamheter och hur de upplevs av både föräldrar och barn mager (Hedenborg & Fransson, 2011; Calero, Beesley & Fraser-Thomas, 2018; Fraiser-Thomas & Safari, 2018; Harlow et.al., 2018). I den här artikeln är syftet att fördjupa förståelsen för ridskoleverksamhet för förskolebarn i Sverige och Norge genom att analysera ridlärarnas och medföljande vuxnas uppfattning om aktiviteterna. För att fördjupa förståelsen för de utmaningar som ridlärare och medföljande vuxna möter i ridskolornas aktiviteter för de yngre barnen ska vi använda tolkningsramen ‘dilemmatic spaces’ (Fransson & Grannäs, 2013). I tidigare studier har ‘dilemmatic spaces’ använts för att öka förståelsen för komplexiteten i lärares arbete. Men tolknigsramen har även använts i andra fält. Barndomsforskaren Magnus Kilgers använder ’dilemmatic spaces’ i en studie som visar hur pappor jonglerar mellan vad som förväntas av faderskapet och tränarskapet inom idrotten (Kilger 2020). Utifrån ett källmaterial som består av 21 semistrukturerade intervjuer med representanter från ridskolor och föräldrar och tio observationer på sex olika ridskolor har vi identifierat följande ’dilemmatic spaces: ’Medföljande vuxna är både ett krav och en utmaning’ samt ’Kunniga mammor är en tillgång, men får inte pusha’.

In recent years, riding schools have opened their activities for younger children. The activities consist of riding, but also chores in the stable (Thorell, 2017; Hedenborg et al, 2021). Equestrian sport is not alone in offering activities for this age group. Other sports have also opened the doors for the younger children (Lindroth, 1991; Hedenborg, et al, 2020). Activities for this age group are also offered by commercial actors (Karlsson, 2022). Although more and more activities are offered, research on what goes on in these activities and how they are experienced by both parents and children is scarce (Hedenborg & Fransson, 2011; Calero, Beesley & Fraser-Thomas, 2018; & Safari, 2018; Harlow et al., 2018). In this article, the aim is to deepen the understanding of riding school activities for preschool children in Sweden and Norway by analyzing riding instructors’ and accompanying adults’ the perceptions of the activities. To deepen the understanding of the challenges that riding instructors and accompanying adults face in riding school activities for the younger children, we use the interpretive framework ‘dilemmatic spaces’ (Fransson & Grannäs, 2013). In previous research, ‘dilemmatic spaces’ have been used to increase understanding of the complexity of teachers’ work. But the interpretive framework has also been used in other fields. Childhood researcher Magnus Kilgers uses ‘dilemmatic spaces’ in a study that shows how fathers juggle between what is expected of fatherhood and coaching in sports (Kilger 2020). Based on a source material consisting of 21 semi-structured interviews with representatives from riding schools and parents, and ten observations from six different riding schools, we have identified the following ‘dilemmatic spaces’: ‘Accompanying adults are both a requirement and a challenge’ and ‘Knowledgeable mothers are an asset but mustn’t be pushy’.

Syftet med rapporten är att öka kunskapen om arbetet med ekologisk hållbarhet i ett urval av organisationer anslutna till paraplyorganisationen Svenskt Friluftsliv. Friluftsorganisationerna skiljer sig åt i flera avseenden och för rapporten har nio organisationer studerats för att visa likheter och variationer. Några organisationer har starkt fokus på naturvistelse och miljövård, andra har samvaro med eller vård av djur som sin centrala verksamhet, och så finns det organisationer som bedriver motoriserad verksamhet. 

Materialet för rapporten är friluftsorganisationernas hemsidor och intervjuer med representanter från nio av organisationerna. Genom analysverktyget SWOT visar vi organisationernas interna styrkor och svagheter samt externa möjligheter och hot för ett fortsatt arbete med ekologisk hållbarhet. Materialet presenteras även som fem narrativ för att synliggöra återkommande berättelser i det insamlade materialet.Narrativen ger en verklighetsnära illustration av uppfattningar och erfarenheter från friluftsorganisationernas hållbarhetsarbete.

Friluftsorganisationerna visar flera styrkor i arbetet med ekologisk hållbarhet. Den kanske mest uppenbara styrkan är att värnande om naturen och miljön är en grundläggande värdering i många verksamheter. Kopplingen till att vidareutveckla det ekologiska hållbarhetsarbetet upplevs därför som naturlig och självklar. En annan styrka är att det finns en bred kunskaps- och kompetensbas om natur och miljö. Den utgör en central resurs i hållbarhetsarbetet.

Trots att ekologisk hållbarhet har en, ofta väldigt stark, plats på organisationernas agendor, framkommer det att det saknas resurser för att genomföra och utveckla förändringar och strategier. Det är en svaghet. Resurser innebär tid för några organisationer och/eller ekonomiska medel för andra. I relation till detta omtalas brister i samhälleliga strukturer och infrastruktur som hinder. I analysen om svagheter och hinder synliggörs en annan barriär som kan knytas till individen - när de tär svårt eller för omständligt att göra miljövänliga val.

Materialet har vidare analyserats med KASAM, känsla av sammanhang,som förklarar hur tillvaron upplevs som begriplig, hanterbar ochmeningsfull. För att skapa begriplighet kring ekologiskt hållbarhetsarbete är olika typer av kunskap och kompetens en viktig grund. Den finns i flera av organisationerna och är främst naturvetenskaplig, men med inslag avhistoria och pedagogik. Det lägger en bra grund för att kunna hantera hållbarhetsarbetet, men när resurser brister är hanterbarheten inte lika stark. Då är meningsfullheten av stor betydelse, vilket i detta sammanhang innebär medlemmarnas engagemang för natur, djur och miljö.

En slutsats är att organisationernas verksamheter i flera avseenden har syften och mål som tangerar ambitioner för ökad ekologisk hållbarhet, vilket visar att organisationerna i visst avseende redan gör vad de bör. Samtidigt ställer sig organisationerna frågande till detta och undrar om de verkligen gör vad de kan? Å ena sidan värnar, vårdar och bevarar verksamheterna natur och miljö. Å andra bidrar flera aktiviteter till ett ökat slitage på natur och landskap, utsläpp från transporter och resor, och behov av utrustning som påverkar miljön negativt.

En annan slutsats är att friluftsorganisationerna har en stor potential att utveckla sitt hållbarhetsarbete eftersom det redan är etablerat. Möjligheten att gå från att bidra till att vara drivande finns, genom ett ökat samarbetemellan Svenskt Friluftslivs organisationer, men även med andra aktörer.

Syftet med den här artikeln är att kartlägga och analysera hur personer inom hästsporten i Sverige och Norge definierar hästsportens miljöutmaningar, samt att, enligt COM-B-modellen, identifiera förmågor, möjligheter och motivation för att utveckla en mer miljömässigt hållbar hästsektor. Undersökningen är baserad på en enkät som besvarats av 697 personer. Sammanfattningsvis kan vi konstatera att hästsektorn utvecklat ett starkare miljöengagemang än man hade för 15 år sedan (jämf Svala 2008). Samtidigt upplever många att de saknar möjlighet att påverka. En analys av svaren med hjälp av COM-B-modellen (jämf Mitchie et al, 2011; Mitchie et al., 2014) visar att förmåga (Capability) till förändring och kunskap finns (även om det finns personer som önskar mer kunskap). Men om vi studerar komponenten möjlighet (Opportunity), ser det ut att finnas högre hinder för förändring. Fysiska möjligheter såsom plats, resurser och tid framstår som svåra att påverka för den enskilda aktören. Även ekonomiska faktorer pekas ut som hinder för förändring. Möjligheterna handlar även om kulturella normer. Här kan finnas en lösning. Stall och stallbacken utmärker sig inte som en nedskräpad plats om man exempelvis jämför med städer eller vägrenar, men nedskräpning skulle kunna innebära ett slags allmän oordning. I stallet förväntas alla hålla ordning på sina saker och på gemensamma utrymmen. Även om den här ordningssamheten inte i första hand berör det vi i vanliga fall menar med ekologiska utmaningar kanske den kan vara något att bygga på när det gäller miljöarbetet. 

The purpose of this article is to map and analyze how people within equestrian sports in Sweden and Norway define the environmental challenges of the sport, as well as, with a starting point in the COM-B model, identify capabilities, opportunities, and motivation to develop a more environmentally sustainable horse sector. The study is based on a questionnaire answered by 697 people. In summary, the horse sector has developed a stronger environmental commitment than it had 15 years ago (cf. Svala 2008). At the same time, many of the informants feel that they lack the opportunity to influence. An analysis of the answers using the COM-B model (cf. Mitchie et al., 2011; Mitchie et al., 2014) shows that the capability (C) for change exists (even if there are people who wish for more knowledge). In relation to the opportunity (O) component, however, there appear to be higher barriers to change. Physical opportunities, such as location, resources and time appear to be difficult for the individual agent to influence and economic factors are also pointed out as obstacles. The opportunity component also includes cultural norms, which may be used to overcome some challenges. The stable does not stand out as a littered place if you compare, for example, with cities or roads, but littering could mean a kind of general disorder. In the stables, everyone is expected to keep their belongings and common areas in order. Even if this orderliness does not primarily concern what we usually mean by ecological challenges, perhaps it can be something to build on when it comes to environmental sustainability work in equestrian sports.

The growth of sports and the increasing levels of participation, performance, and international competition are undeniable. This development has undoubtedly contributed to the tremendous growth of the sports economy during the last 100 years, as well as an impressive increase in results and performance levels in most sports. It is in turn linked to the comprehensive competition logic that drives sportification of performance and practice in predominantly Western sport, rooted in the cultivation of able bodies, and maximum performance. However, as sports have developed in tandem with the global industrial economy it is also facing similar problems. Over the last decade, sport organisations, supporters, athletes, scholars, and others have begun to problematise the consequences of an ever-growing sports economy and the constant strive for increasing performance levels, growing events, and intensified travel. This introduction will present an overview of how the logics of practice guided by performance, and the sportification model, are linked to potentially problematic aspects of sports in relation to the environment. We pose questions about whether sportification and a strong focus on increasing performance can go hand in hand with a sustainable development.

This study aimed to explore school nurses' experience of using physical activity on prescription with children in Swedish compulsory school. Semistructured interviews were conducted with 24 school nurses who had the educational qualification to prescribe physical activity. The analysis resulted in one overarching theme, "A delicate process of tailoring physical activity on prescription to a child's social context," and two categories: "Promoting joyful physical activity through individualization and support" and "Dealing with dilemmas and challenges," with related subcategories. The results demonstrate the importance of tailoring prescribed physical activity to each individual child, their living conditions, and the school context. In addition, they highlight the nurses' working conditions and collaborations as important prerequisites when initiating physical activity on prescription. In conclusion, the results suggest that school nurses perceive physical activity on prescription as a useful tool in the school context, but it needs to be tailored to each individual child.