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- Edler, Karolina, et al.
(författare)
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Att arbeta praktiskt med motiverande samtal (MI) och SDT
- 2019
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Ingår i: Motivation inom träning, hälsa och idrott: Ett självbestämmande perspektiv. - Lund : Studentlitteratur. - 9789144116020 ; , s. 291-336
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Motiverande samtal (MI) är en samtalsmetod som lämpar sig väl för att använda inom fysisk aktivitet, träning och idrott för att främja motivation till förändring och utveckling. MI har dock, i viss utsträckning, kritiserats för att sakna en övergripande teoribildning. Således har ett ”giftermål” mellan MI och självbestämmandeteorin (SDT) föreslagits. I detta kapitel kommer vi att redogöra för: (1) likheter och skillnader mellan MI och SDT samt hur de kan förenas; (2) grunderna i MI; (3) hur MI-samtal i såväl en fysisk aktivitets- och träningskontext som i en idrottskontext kan stärka de psykologiska behoven i SDT: autonomi, kompetens, tillhörighet (fallexempel i Bilaga 1); samt (4) redogöra för ett forskningsprojekt där integration av MI och SDT har testats i praktiken.
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- Fröberg, Andreas, 1985, et al.
(författare)
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Effects of an Empowerment-Based Health-Promotion School Intervention on Physical Activity and Sedentary Time among Adolescents in a Multicultural Area
- 2018
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Ingår i: International Journal of Environmental Research and Public Health. - Basel : MDPI. - 1661-7827 .- 1660-4601. ; 15:11
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Tidskriftsartikel (refereegranskat)abstract
- Physical activity (PA) decreases with age, and interventions are needed to promote PA during adolescence, especially, among those in low-socioeconomic status (SES) areas. The aim of this study was to investigate whether a two-year, empowerment-based health-promotion school intervention had any effects on changes in (a) moderate-to-vigorous PA (MVPA), (b) sedentary time (SED), (c) exercise training (ET) frequency, and (d) ET duration, among adolescents. Participants (aged 12-13 years at baseline) from one intervention school and two control schools, were recruited from a multicultural area of Sweden, characterized by low-SES. During the course of the two-year intervention, a total of 135 participants (43% boys) were included in the study. The intervention was developed and implemented as a result of cooperation and shared decision-making among the researchers and the participants. MVPA and SED were measured with accelerometers, and ET frequency and duration was self-reported at the beginning of the seventh, eighth, and ninth grade, respectively. There were no significant effects of the two-year, empowerment-based health-promotion school intervention on changes in the accelerometer-measured MVPA and SED, or the self-reported ET frequency and duration, among the adolescents. Overall, the intervention was unsuccessful at promoting PA and reducing SED. Several possible explanations for the intervention's lack of effects are discussed.
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- Fröberg, Andreas, 1985, et al.
(författare)
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Exploring reasons to attend formal teaching sessions among students: A self-determination theory perspective
- 2021
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Ingår i: Högre Utbildning. - : Cappelen Damm AS - Cappelen Damm Akademisk. - 2000-7558. ; 11:2, s. 70-83
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Tidskriftsartikel (refereegranskat)abstract
- Among students in higher education, attending formal teaching sessions might be important not only for academic achievement but also to foster human values. Despite this, the low and declining attendance rate is a growing concern in higher education. This study aimed to explore what students believe teachers could do to facilitate attendance at formal teaching sessions in the physical education part of the teacher education program in Sweden. Three focus group interviews were conducted among students aged 20 to 35 who attended the teacher education programme. The self-determination theory was used as a theoretical framework, and data were analysed and categorised using qualitative content analysis. The analysis of the interviews formed an overarching theme that intersected with four categories. The results show that teachers might facilitate attendance during formal teaching sessions by providing opportunities for students to interact with each other; match challenges with skills; be engaged, enthusiastic, and caring; and outline the value and rationale. The study’s implications for teachers are discussed in the paper.
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| 7. |
- Holmberg, Christopher, 1984, et al.
(författare)
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Empowering aspects for healthy food and physical activity habits : adolescents’ experiences of a school-based intervention in a disadvantaged urban community
- 2018
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Ingår i: International Journal of Qualitative Studies on Health and Well-being. - Abingdon : Taylor & Francis. - 1748-2623 .- 1748-2631. ; 13:sup1: Equal Health
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Tidskriftsartikel (refereegranskat)abstract
- Purpose:This study aimed to describe adolescents’ experiences of participating in a health-promoting school-based intervention regarding food and physical activity, with a focus on empowering aspects. Method:The school was located in a urban disadvantaged community in Sweden, characterized by poorer self-reported health and lower life expectancy than the municipality average. Focus group interviews with adolescents (29 girls, 20 boys, 14–15 years) and their teachers (n = 4) were conducted two years after intervention. Data were categorized using qualitative content analysis. Results: A theme was generated, intersecting with all the categories: Gaining control over one’s health: deciding, trying, and practicing together, in new ways, using reflective tools. The adolescents appreciated influencing the components of the intervention and collaborating with peers in active learning activities such as practicing sports and preparing meals. They also reported acquiring new health information, that trying new activities was inspiring, and the use of pedometers and photo-food diaries helped them reflect on their health behaviours. The adolescents’ experiences were also echoed by their teachers. Conclusions: To facilitate empowerment and stimulate learning, health-promotion interventions targeting adolescents could enable active learning activities in groups, by using visualizing tools to facilitate self-reflection, and allowing adolescents to influence intervention activities.
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- Jonsson, Linus, 1986-, et al.
(författare)
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“A roller coaster, both emotionally and work-wise…” : teachers in Swedish certified sport-oriented upper secondary schools experiences of the COVID-19 pandemic
- 2024
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Ingår i: European Journal for Sport and Society. - Abingdon : Taylor & Francis. - 1613-8171.
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Tidskriftsartikel (refereegranskat)abstract
- This study aimed to explore how teachers at certified sports-oriented upper secondary schools (CSUSS) in Sweden experienced how the COVID-19 pandemic impacted their everyday practice and well-being. Individual in-depth interviews were conducted with 13 teachers (mean age: 44 years) from three CSUSS in southern Sweden. The interviews were analysed using abductive qualitativecontent analysis. The analysis resulted in one overreaching theme, ‘Making sense of changes in everyday practice and dealing with a changing world’, illuminating how the COVID-19 pandemic has impacted teachers. The teachers described the first lockdown as an initial shock that brought about changes in their workload and daily routines. The second lockdown was generally easier to handle, but they spent more time on planning and preparations, and had a greater focus on conveying theoretical knowledge and physicaltraining. Throughout the pandemic, they experienced a lack of social interactions; nonetheless, supportive colleagues and schools provided some relief. The teachers also experienced uncertainty regarding constantly changing restrictions; they learned, however, the importance of being flexible and creative in coping with these changes. Thus, the COVID-19 pandemic significantly impacted their everyday practice and well-being. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
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| 10. |
- Jonsson, Linus, 1986, et al.
(författare)
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Adolescents’ voices concerning facilitators of physical activity
- 2017
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Ingår i: Abstract Book. ISBNPA 2017.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Objective: Socioeconomic inequalities in adolescents’ health and well-being are increasing, yet relatively little attention has been paid to voices of adolescents’ in disadvantaged communities and their stories about physical activity. As such, the purpose of this study was to illuminate what adolescents, from a low socioeconomic multicultural community in Sweden, convey concerning facilitators of physical activity. Methods:All seventh graders from one school in Sweden, situated in a multicultural community characterized with low socioeconomic status, were invited to the study, and 53 adolescents (12-13 years of age) agreed to participate. Embracing an interpretive approach, ten focus-group interviews was conducted to produce data for the study. The focus-group interviews were analyzed using qualitative content analysis. Findings:The analysis resulted in two major themes regarding facilitators of the adolescents’ physical activity: (1) Possibility for enjoyment; and (2) Social support and a supportive environment. The first theme illuminated that feelings of enjoyment guided the adolescents’ physical activity engagement, and that presence of peers, perceived competence, variation and options promoted enjoyment related to physical activity. The second theme illustrated that social support from family facilitated the adolescents’ physical activity, and included several suggestions from the adolescents’ on how the school environment could become more supportive of their physical activity (e.g., longer breaks in school). Conclusion:Based on the adolescents’ voices, feeling of enjoyment had a great impact on their physical activity engagement, and the presence of peers, variation and options, and perceived competence contributed to enjoyment related to physical activity. Moreover, according to the adolescents, social support from family facilitated their physical activity and the school environment had the potential of becoming more supportive of their physical activity. Noteworthy, when the adolescents spoke about physical activity, they mostly referred to spontaneous physical activities (e.g., playing football with friends), rather than organized physical activities, which appear to be specific for these adolescents.
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