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18 SES 11 A: Movement in Schools
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18. Research in Sports Pedagogy
Paper Making Movement Matter: Integrating Daily Movement into School Culture Malmö university, Sweden Presenting Author:Schools have a mandate to offer daily physical activity and movement for all students (SNAE, 2024) but this is carried out in various ways (Cornett et al., 2023). Numerous initiatives aim to improve movement in school (Jago et al., 2023; Larsson & Thedin Jakobsson, 2024), yet these often run parallel to existing practices rather than being integrated (Cassar et al., 2019; Daly-Smith et al., 2020; Lindkvist, 2024). Such separation can reduce the impact and relevance. This study examines how daily movement activities were organised, experienced, and developed, and how they influenced school’ pedagogical and structural practices. A case-based approach provides insight into how school can embed these practices within broader educational framework. Drawing on Arjen Wals’ sustainability perspective, which views school as arenas for social and transformative learning, (Wals, 2023; Wals & Mathie, 2022b) the study understand sustainability as promoting health, well-being, and democratic participation. Daily movement contributes to long-term student well-being and aligns with a whole-school approach to sustainability (Wals & Mathie, 2022a). Movement is therefore seen as part of the schools educational culture, shaped by student participation and shared norms. Wals (2023) describes school as dynamic systems that interact with societal changes, positioning them as active sites where well-being and participation matter. Daily movement supports this agenda, enabling physical and mental health benefits as well as social and contextual learning, especially outdoors. Through a Whole School Approach, movement becomes part of the school’s learning culture rather than a separate health initiative. The analysis uses five interconnected concepts from Wals’ sustainability perspective to understand movement-based practices in schools (Wals 2024).
Transformative learning challenges established ways of acting and foster deeper change, requiring time, resources, and openness to new learning. By re‑evaluating perspectives, students develop a critical understanding of societal issues and their own health. When movement is integrated in schools, bodily engagement becomes a catalyst for reflection, with physical activity function as a pedagogical resource shaping students’ sense of ability, relations, and participation. (Lotz-Sisitka et al., 2015; Maiese, 2017). Social learning is a collective meaning‑making process that raises questions about inclusion, power, and participation. In movement‑based school contexts, it complements transformative learning by enabling students to co‑construct understanding through shared physical activities, where collaboration and norm‑negotiation support new ways of thinking and acting (Wals, 2023). For daily movement to become a part of school culture, learning environments must be inclusive, interactive, and exploratory, designed formally and informally to promote high participation and meaningful engagement. Learning should be contextual and reflect local conditions such as environment, culture, societal context, and students’ experiences. Movement experiences thus from one meaningful component within a broader educational ecology, contributing to, but not alone producing, the critical, participatory, and sustainability‑oriented learning processes schools strive for. Vital coalitions involving teachers, students, school leadership, and community stakeholders share responsibility for sustainable movement‑related solutions, such as collaborations with society (Wals & Mathie, 2022a). The Whole School Approach emphasizes a holistic strategy where sustainability permeates school life. Daily movement can therefore be viewed as a systemic intervention promoting health and sustainable lifestyles, rather than as an isolated health initiative (Wals et al., 2024; Wals & Mathie, 2022b). Methodology, Methods, Research Instruments or Sources Used The study adopted a qualitative approach to gain an in-depth understanding of the integration of daily movement into school culture (Jones, 2022). The methodological design reflects an interpretive approach, emphasising context and meaning making rather than generalisation. The ethnographic inspiration provided opportunities to capture the complexity of school life and the situated nature of educational practices. The combination of prolonged engagement, detailed observations, and theoretically informed analysis offers a rich understanding of how daily movement can become a systemic and culturally embedded practice within schools (Jones, 2022). Empirical data were generated through an ethnographically inspired field study. During a two-week period (10 school days), observations were conducted at a Swedish primary school. The observations focused on both formal and informal settings, capturing interactions among teachers, students, and school leadership in and around the movement activities. Field notes were systematically documented during classroom observations, breaks, and scheduled movement sessions. These notes included descriptions of activities, spatial arrangements, participation patterns, and teacher-student interactions. Informal conversations with staff and students were also noted to complement observational data and provide insights into perceptions and attitudes toward daily movement. Following Braun and Clarke (2021) approach, a thematic analysis was conducted, guided by the study’s theoretical framework and informed by Wals’ sustainability concepts. The process remained flexible, allowing inductive themes to emerge while still oriented toward the theoretical categories. The analysis focuses on identifying patterns in how movement activities are embedded in everyday school practices, the pedagogical opportunities they offer, and the conditions required for their long term sustainability. Conclusions, Expected Outcomes or Findings The preliminary analysis shows that while a shared approach among staff helps embed daily movement into school routines, Wals' concepts reveal several critical tensions. Teacher engagement drives the work forward but also exposes uneven responsibilities and differing views on meaningful movement. Social learning processes emerge, yet they are shaped by existing norms and hierarchies, that influence participation. Students' cultural backgrounds and experiences sometimes challenge the movement activities, exposing assumptions about bodies, behaviour, and learning. Seen through Wals’ lens, schools' social and material structures can both enable or limit a sustainable movement culture. Collaboration among leadership, staff, students, and the local community is crucial. The case study shows that employing movement specialists and providing structured opportunities for physical activity proved successful: all students take part in daily movement sessions of at least 20 minutes, complemented by active recess supported by dedicated staff. Systemic change also requires persistence, resources, and innovative thinking. Leadership commitment was decisive, even when decisions were difficult. Movement plays a key role in social learning, fostering participation and shared responsibility. Plans for a “movement council” involving students, staff, and leadership indicate the next step toward co-creation. Learning environments have been adapted through designated zones, and increased staff presence, enhancing safety and engagement. Vital coalitions with community actors remain challenging, often limited to activities outside school hours. Strengthening partnerships during school time could further embed movement in everyday practice. While the school has progressed significantly, a full Whole School Approach requires continued efforts, including integrating movement into classrooms and outdoor learning spaces. The result indicates that transformative learning at individual and institutional levels is possible, but it demands clear policies, inclusive structures, and long-term commitment. Schools can function as living laboratories for sustainability, where movement becomes a natural and meaningful part of education. References Braun, V., & Clarke, V. (2021). Thematic analysis: A practical guide. Cassar, S., Salmon, J., Timperio, A., Naylor, P.-J., Van Nassau, F., Contardo Ayala, A. M., & Koorts, H. (2019). Adoption, implementation and sustainability of school-based physical activity and sedentary behaviour interventions in real-world settings: a systematic review. International Journal of Behavioral Nutrition and Physical Activity, 16(1), 120. Cornett, K., Murfay, K., & Fulton, J. E. (2023). Physical activity interventions during the school day: reviewing policies, practices, and benefits. Journal of School Health, 93(9), 778-787. Daly-Smith, A., Quarmby, T., Archbold, V. S., Corrigan, N., Wilson, D., Resaland, G. K., Bartholomew, J. B., Singh, A., Tjomsland, H. E., & Sherar, L. B. (2020). Using a multi-stakeholder experience-based design process to co-develop the Creating Active Schools Framework. International Journal of Behavioral Nutrition and Physical Activity, 17(1), 13. Jago, R., Salway, R., House, D., Beets, M., Lubans, D. R., Woods, C., & de Vocht, F. (2023). Rethinking children’s physical activity interventions at school: a new context-specific approach. Frontiers in Public Health, 11, 1149883. Jones, I. (2022). Research methods for sports studies. Routledge. Larsson, H., & Thedin Jakobsson, B. (2024). School-based physical activity interventions: a discourse analysis. Sport, Education and Society, 29(9), 1056-1069. Lindkvist, L. (2024). Where the rubber hits the road: how school leaders work with government-initiated policy within physical education. Sport, Education and Society, 29(8), 1009-1022. Lotz-Sisitka, H., Wals, A. E., Kronlid, D., & McGarry, D. (2015). Transformative, transgressive social learning: Rethinking higher education pedagogy in times of systemic global dysfunction. Current opinion in environmental sustainability, 16, 73-80. Maiese, M. (2017). Transformative learning, enactivism, and affectivity. Studies in Philosophy and Education, 36(2), 197-216. SNAE. (2024). Curriculum for Compulsory School, Preschool Class and School-Age Educare 2022. Stockholm: Swedish National Agency for Education. Wals, A. E. (2023). Social learning towards a sustainable world: Principles, perspectives, and praxis. Brill. Wals, A. E., Bjønness, B., Sinnes, A., & Eikeland, I. (2024). Whole School Approaches to Sustainability: Education Renewal in Times of Distress. Springer Nature. Wals, A. E., & Mathie, R. G. (2022a). It takes a whole school: Reforming education to promote sustainable communities. American Scientist, 110(4), 244-247. Wals, A. E., & Mathie, R. G. (2022b). Whole school approaches to sustainability–Critical case studies from Europe. Education for Sustainable Development in Asia and Europe, 141-167. 18. Research in Sports Pedagogy
Paper Moved To Be Moving - Exploring sustainable movement practice by regarding the notion of momentary movement University of Gothenburg, Sweden Presenting Author:Initiation Swedish national curricula for preschool and nine-year compulsory school have for twenty years included instructions that children/pupils should be offered daily movement. However, this has proven to be a challenging assignment where knowledge of the pedagogical and didactical demands associated with the assignment is limited. In a response to these challenges a national doctoral programme for Sustainable Movement Education (SMOVE) was formed in 2022. Its purpose is to strengthen the research basis of teacher education and to generate knowledge about how preschools and schools can sustainably provide daily movement education embedded in school practises. The conducted research of SMOVE aims at offering a foundation for improving the quality of a neglected area in teacher education, and it addresses a range of pedagogical challenges related to sustainability in terms of lifelong learning, equity, social justice, and conceptualisations of health. (Larsson, 2021) The project Moved To Be Moving is part of SMOVE. Its international objective lies in delving into global movement practice to disclose a common ground for a possible sustaining movement practice. Presentations of the project during exchange in Norway and Finland as well as fieldwork in Switzerland confirmed this projects’ international significance.
Purpose The purpose of the PhD project, Moved To Be Moving, is to explore everyday micro-movements in a school context. By understanding the way micro-movements are adjusted and adapted, the project aims to explore a sustainable movement practice where micro-movements are momentary adjusted, based on principles that can be taught and learned. Sustainability is here understood as the human organism’s process to maintain its potentialities in the sense of long-term viability, where movement has an intrinsic value, always present in continuous interaction with the environment. Within the exploration the project seeks to find a common ground, that diminishes possibly confusing similar conceptualisation within embodied movement practice, i.e. Bodily Learning (Bjerke et al., 2021), Embodied Language Learning (Jusslin et al., 2024) or Mindful Movement (Eddy, 2016) by investigating concepts of movement learning in physical education over time.
Theoretical framework Theoretically the study is based within embodied movement practice combining Gumbrecht’s account of presence as the production of space (Gumbrecht, 2004) with Sheets-Johnstone’s recognition of movement as a generative source of spatial concepts (Sheets-Johnstone, 2011). Embodied movement practice as such is practical explored towards its core elements, (a continuously ongoing process of sensory emplacing), recognized in key practices. In theory the project argues further that meaning of situated movement concepts needs to be formed out of praxis to become a tool for acting, which is then used according to specific rules that are part of a language game (Carlgren, 2015; Lundgren et al., 2010) And, as meaning of concepts varies depending on used theoretic ground, they need to be understood out of their context (Glock, 2010, Wittgenstein on Concepts). This way the project regards the potential risk of creating a theoretical contextual meaning only. Moved To Be Moving is exploring the notion of micro-movements where movement responses are on-going, mostly unnoticed and ignored, influencing e.g. pupils and teachers kinesthetics and balance in individual and often normative ways. The project’s exploration is based on an overall hermeneutic approach, seeking correspondence between world and classroom through situated movement and not to accumulate more and more information about the world/classroom. It regards the continuous ongoing process of practical enactment through a co-ordination of perception and action as an essence of skill, a coupling of substantial flows and sensory awareness in a world of materials. This way “materials think in us, as we think through them” (Ingold, 2011) and knowledge becomes as in Ingold’s philosophy, open-ended and exploratory (Mol, 2021). Methodology, Methods, Research Instruments or Sources Used The project is based on an overall hermeneutic approach and in its central part stands a long-term classroom ethnography in a rural school in Sweden (children aged 6-12 years). Methodologically proposed is a hermeneutics of regarding as a way of interpreting momentary movement in classroom. In focus are micro-movements and their relation to embodied movement practice in this classroom ethnography. The hermeneutics of regarding is the metos or the way in which perception of momentary movement is s analysed and interpreted by the researcher/observer through the different collections of data. It is a mindful inquiry, retraceable and continuously reforming in a rearranging process. To regard contains the ability to pause, listen and follow. The classroom ethnography makes use of participant observation (Fangen & Nordli, 2005) from a first and second hand perspective. Observations can describe and give evidence of versatile sensed action. They allow access to perceivable interrelation between object and group as well as information about the stimuli leading to sensations (Bjørndahl, 2005). Additional informal conversations with pupils and teachers as well as presenting preliminary results for all participants are also part of this ethnography. Depictions of findings use cartographic exploration and mapping (Appadurai, 1996). The cartograms of momentary movement in classrooms are sketched during my observations and developed further during the analysis by reflecting, reasonating and thinking while drawing (Causey, 2017). I produce lines and by that a course of action that forms my analytical process of mapping a multitude of momentary movement when watching more and more closely (Nippert-Eng, 2015). In this sense, I transform my observation into space as a graph, illustrating movement in space. Also, Clifford and Markus (2010) regard place-making to be done through the formation of routes (Palmgren, 2018) and Edward T Hall who is analyzing literature when investigating space, says that writers, like painters, are often concerned with space. The success of communicating perception depends on the use of visual and other clues to convey different degrees of closeness (Hall, 1992). Studying movement of children means as well that they involved as part of the production of knowledge. By that knowledge production and ethical considerations are jointed together and a clear involvement of ethical aspects in the perspective of what knowledge is and how knowledge materializes becomes a constant fact during the research process (Weiser, 2018). A regarding approach seems out of this aspect therefore also appropriate. Conclusions, Expected Outcomes or Findings Preliminary results from the classroom ethnography indicate that environmental constitutes steer movement in a fundamental one-way direction. Additionally, the teacher appears to be at the core of the ’ruling’ arrangement of how movement as well as sensory inter-activity is spatially ordered, thereby governing and predetermining pupils embodied movement practice. However, pupils do have individual choice of organizing and emplacing themselves during class, which seems to be part of a continuously ongoing dialog and interplay between pupil, teacher and other momentary constituents. In those cases, individual pupils seem not to be shifting as irregularly and quickly between disengaging and intense movement as other pupils. Teachers do also more or less consciously include movement in their teaching. They use movement as didactical component or to regain balance in situations they regard as disadvantageous for learning. In the embodied movement practice of teachers, I see traces of a sustainable movement education in daily activity in school. When this happens, movement is included in a larger ‘body’, a spatial arrangement of more or less consciously orchestrated play of movements that conjoin teachers and teaching with learners and learning, with all who are present responding to being, doing and surrounding– a participation in and throughout, a long-term viable movement. The study will draw on findings to offer a foundational account of sustainable micro-movement practice in school, which will hopefully allow teachers to understand the role of micro-movement in everyday life. By that the project contributes to the overall aim of applying and increasing global/international movement practice and seeks by that to be part of improving a future teacher education in a neglected area. At the moment, presentations of Moved to be moving are arranged in Taiwan and Norway and planned in Finland, Switzerland and New Zealand, prospectively leading to future collaboration. References Appadurai, A. (1996). Modernity at large: Cultural dimensions of globalization (Vol. 1). U of Minnesota Press. Bjerke, Ø., Engelsrud, G., Sørum, A. G., & Østern, T. (2021). Kroppslig læring : perspektiver og praksiser. Universitetsforlaget. Carlgren, I. (2015). Kunskapskulturer och undervisningspraktiker. Daidalos. Causey, A. (2017). Drawn to see: Drawing as an ethnographic method. University of Toronto Press. Eddy, M. (2016). Mindful movement : the evolution of the somatic arts and conscious action. Intellect. Fangen, K., & Nordli, H. (2005). Deltagande observation. Liber ekonomi. Glock, H.-J. (2010). Wittgenstein on concepts. In A. Ahmed (Ed.), Wittgenstein's Philosophical Investigations: A Critical Guide (pp. 88-108). Cambridge University Press. https://doi.org/DOI: 10.1017/CBO9780511750939.006 Gumbrecht, H. U. (2004). Production of presence : what meaning cannot convey. Stanford University Press. Hall, E. T. (1992). Hidden dimension. Peter Smith Pub. Ingold, T. (2011). Perception of the environment : essays on livelihood, dwelling and skill. Routledge. Jusslin, S., Lilja, N., & Anttila, E. (2024). Embodied language learning through engagement in the arts. Apples - Journal of Applied Language Studies, 18, 1-7. https://doi.org/10.47862/apples.148553 Larsson, H. (2021). SMOVE Doctoral Programme of Sustainable Movement Education. Swedish School of Sport and Health Sciences, GIH. https://hb.diva-portal.org/smash/project.jsf?pid=project:2453 Lundgren, U. P., Säljö, R., & Liberg, C. (2010). Lärande, skola, bildning: grundbok för lärare. Natur & kultur. Mol, A. (2021). Eating in Theory (1 ed.). Durham: Duke University Press. https://doi.org/10.1515/9781478012924 Nippert-Eng, C. (2015). Watching closely: A guide to ethnographic observation. Oxford University Press. Sheets-Johnstone, M. (2011). The primacy of movement. The primacy of movement, 1-606. Weiser, W. (2018). IT’S AN ART TO SUSTAIN YOUR BODY IN SCHOOL Learning about your body moving in classroom practice 18. Research in Sports Pedagogy
Paper Walking School – Exploring Movement Education Örebro University, Sweden Presenting Author:There is broad consensus that increasing physical activity among children and adolescents is necessary, with schools identified as a critical setting for achieving population-level impact (World Health Organization, 2020). However, previous school interventions have generally resulted in only modest improvements in daily activity and have not substantially increased overall activity levels throughout the day (Love et al., 2019). Although review studies indicate that multicomponent strategies focusing on contextual development are most effective to promote physical activity (Brandes et al., 2022), environmental and policy interventions are under-researched within school health promotion (Cale & Harris, 2007). While schools have a unique capacity to influence large populations over time (Webster et al., 2015), students are expected to be predominantly sedentary (Mygind, 2007). Consequently, most school-based initiatives prioritize promoting physical activity rather than reducing sedentary time (Webster et al., 2015), often emphasizing opportunities for moderate-to-vigorous physical activity (MVPA) without addressing the broader educational context. Critics highlight that such approaches frequently target individual behavior while neglecting social and contextual determinants (Larsson & Thedin Jakobsson, 2023). Multicomponent interventions are regarded as an appropriate response to this issue (García Bengoechea et al., 2024). This type of research design is aligned with the settings-based approach established at the Ottawa Conference (World Health Organization, 1986), which emphasizes health as embedded in everyday settings. Taking together these findings underscores the importance of embedding physical activity within educational settings. With a focus on the contextual potential for integrating health, outdoor education has been identified as a promising approach for promoting physical activity (Becker et al., 2017). In this pedagogy, physical activity is integrated into teaching and supported by the outdoor environment (Schantz, 2022), contrasting with more sedentary classroom contexts (Mygind, 2007). However, outdoor education requires specific pedagogical expertise and does not primarily emphasize physical activity. Research remains limited on approaches that use outdoor settings as learning contexts without an expectation that the environment will be used as a means for teaching. To address these challenges, the Walking School initiative was developed (Karlander & Geidne, 2025) and implemented. Grounded in the settings-based approach (Kokko & Baybutt, 2022), the initiative integrated education outdoors while walking to promote sustainable movement as part of everyday school culture. The aim of this article is to examine the teaching practice when teaching takes place outdoors while walking. The expanded didactic triangle (Öhman, 2014) will function as an analytical framework, to better understand how the initiative has become part of the teaching. The research questions are grounded in the three relationships of the didactic triangle, namely, teacher-content, student-content and teacher-student. In accordance with the expanded didactic triangle the contextual dimension is added, here, represented by the outdoors and the walk. The research questions are as follows: - How is the teaching content presented and adapted? - How do the students experience and engage with the content? - What characterizes the interactions between the teachers and the students? Methodology, Methods, Research Instruments or Sources Used A mixed-methods participatory design was employed to provide a comprehensive understanding of the initiative. The initiative involved six interventions classes, eight control classes and nine teachers, representing six different subjects, in lower-secondary school (12–16 years old) in Sweden. The intervention comprised curriculum-based walking lessons outdoors, held weekly for one semester (August–December 2024). The data material in this study includes observations of walking school lessons, surveys of students, focus group interviews with students, interviews with teachers and audio recordings from development meetings. Questionnaires were completed at baseline, mid-point, and post-intervention. Intervention students were also invited to participate in focus group interviews at the end of the semester, resulting in interviews with 18 students representing all intervention classes. Survey and interview instruments were based on validated measures from previous research and adapted to the initiative. The questions focused on physical activity, the outdoor context, and open-ended questions about the students’ experiences of the initiative and the teaching. Observational data were collected from 17 lessons, documenting teaching style, content, teacher-student relations, engagement, weather, and routes. Participating teachers committed to delivering one outdoor walking lesson per week, following the regular curriculum. Lessons could start or end indoors and pauses during walks could be used for instruction and discussion. Each intervention class had two participating teachers, resulting in one to two walking lessons per week. Teachers were asked to independently select lesson content, structure, and walking routes, supported by regular development meetings with a researcher. In addition to receiving support with the implementation, the teachers were also actively involved in the development of the project that was collaboratively developed by researchers, teachers, and students through an iterative, participatory process, where students regularly reflected on their experiences and suggested changes. These reflections, together with teachers’ input and researchers’ observations, informed continuous adjustments during implementation. The participatory approach also sought to empower teachers and students to shape the intervention. Qualitative (QUAL) and quantitative (QUAN) methods were conducted concurrently using a multistrand, parallel design. QUAL and QUAN data were analyzed separately and merged during interpretation through triangulation to cross-validate findings. This approach enabled validation and deeper interpretation of how Walking School functions as a sustainable movement education model. Conclusions, Expected Outcomes or Findings An initial analysis of the observations allows for the presentation of some preliminary findings. Teaching is generally prominent and not limited to physical activity during class time. Preparatory work, adaptations to the context, and, at times, levels of engagement vary. Well-planned lessons with active teacher-led discussions clearly result in instruction taking precedence, whereas limited guidance, content adaptation, or engagement may render sessions more like a walk with occasional teaching. Teaching is primarily structured and teacher-led following a structured sequence of classroom introduction, outdoor implementation, and conclusion or closing in the classroom. Content is of limited complexity focusing on facts, concepts, and repetition. Subjects including science, mathematics, Swedish, social studies, economics, and English. Pedagogical strategies involve paired discussions, worksheets, podcasts, quiz walks, and station-based activities; however, the outdoor environment is not integrated into the instructional content. Student engagement in the teaching is generally low but increases during pauses, small-group activities, or under clear teacher guidance. The lack of traditional classroom boundaries and the close teacher–student proximity is perceived to encourage distractions from teaching. The lessons’ structure seems only partly effective in addressing this challenge. Extended walks, large groups, or minimal teacher support or teacher engagement tend to reduce focus. Student engagement is driven by pauses for teaching rather than the walk itself. The teacher–student relationship is largely teacher-centered, with the teacher responsible for planning, leading, and maintaining structure, while students follow instructions. Positive, respectful interactions are common, but the degree of the pedagogical leadership varies. Findings from this study inform efforts on how to promote health-enhancing activity in schools. When the broader pedagogical and environmental conditions of the Walking School initiative are examined, through this article, previous research on the physical activity aspect is extended and the initiative’s contribution to sustainable movement education is possible to evaluate. References Becker, C., Lauterbach, G., Spengler, S., Dettweiler, U., & Mess, F. (2017). Effects of Regular Classes in Outdoor Education Settings: A Systematic Review on Students' Learning, Social and Health Dimensions. International Journal of Environmental Research and Public Health, 14(5), Article 485. Brandes, B., Busse, H., Sell, L., Christianson, L., & Brandes, M. (2022). A scoping review on characteristics of school-based interventions to promote physical activity and cardiorespiratory fitness among 6- to 10-year-old children. Prev Med, 155, 106920. Cale, L., & Harris, J. (2007). School-based physical activity interventions: effectiveness, trends, issues, implications and recommendations for practice. Sport, Education and Society, 11(4), 401-420. García Bengoechea, E., Woods, C. B., Murtagh, E., Grady, C., Fabre, N., Lhuisset, L., Zunquin, G., Aibar, A., Zaragoza Casterad, J., Haerens, L., Verloigne, M., De Cocker, K., Hellebaut, S., Ribeiro, J., Bohn, L., Mota, J., & Bois, J. E. (2024). Rethinking Schools as a Setting for Physical Activity Promotion in the 21st Century–a Position Paper of the Working Group of the 2PASS 4Health Project. Quest, 76(3), 269-288. Karlander, R., & Geidne, S. (2025). Health promotion meets sustainable movement-based education in school-a "walking school" initiative in Sweden. Health Promot Int, 40(1). Kokko, S., & Baybutt, M. (2022). Handbook of Settings-based Health Promotion (S. Kokko & M. Baybutt, Eds.). Larsson, H., & Thedin Jakobsson, B. (2023). School-based physical activity interventions: a discourse analysis. Sport, Education and Society, 1-14. Love, R., Adams, J., & Sluijs, E. M. F. (2019). Are school‐based physical activity interventions effective and equitable? A meta‐analysis of cluster randomized controlled trials with accelerometer‐assessed activity. OBESITY REVIEWS, 20(6), 859-870. Mygind, E. (2007). A Comparison between Children's Physical Activity Levels at School and Learning in an Outdoor Environment. Journal of Adventure Education and Outdoor Learning, 7(2), 161-176. Schantz, P. (2022). Can nature really affect our health? - A short review of studies. In R. Murray (Ed.), Why Cities Need Large Parks – Large Parks in Large Cities (pp. 1-15). Routledge 2022. Webster, C. A., Russ, L., Vazou, S., Goh, T. L., & Erwin, H. (2015). Integrating movement in academic classrooms: understanding, applying and advancing the knowledge base. Obesity Reviews, 16(8), 691-701. World Health Organization. (1986). Ottawa Charter for Health Promotion, 1986. World Health Organization. (2020). WHO guidlines on physical activity and sedentary behaviour. Öhman, J. (2014). Om didaktikens möjligheter; ett pragmatiskt perspektiv. Utbildning och demokrati, 23, 33-52. | ||