Conference Agenda

Physical activity (PA) is a well-established way to enhance positive mental health. Recent research has also shown that the PA environment is relevant for mental health in adults. The aim of this study was to examine the association between nature-based PA and positive mental health among adolescents and young people, a group for whom evidence is still limited.

The study was based on the population-based School Health Promotion Study conducted in 2025 and covering all Finnish schools. The respondents were 8^th and 9^th grade pupils in basic education (n = 94,743; national coverage 73%), and first- and second-year students in upper secondary (n = 47,248; 70%), and vocational education (n = 24,998; 38%), totaling 166,989 respondents aged 14-20 years. Nature-based PA was assessed with a single item, and positive mental health using the Short Warwick-Edinburgh Mental Well-being Scale (SWEMWBS).

The majority (91%) of respondents reported engaging in nature-based PA or spending time in nature at least once per week, and nearly half (45%) did so on at least four days per week. Younger pupils reported nature-based PA more often than upper secondary or vocational students. Spending time in nature was associated with higher levels of positive mental health. High levels of positive mental health were particularly common among those who spent time in nature every day.

The findings reinforce the understanding of the beneficial role of natural environments for mental well-being and demonstrate that regular nature-based activities are specifically associated with higher levels of positive mental health among young people.

Large-scale health behaviour surveillance studies face recruitment challenges^{1, 2}, particularly in global studies involving young children across diverse cultural contexts^3,4. The SUNRISE study is a global surveillance study of 24-hour movement behaviours in children aged 3 – 5 years, which creates a unique opportunity to evaluate recruitment strategies⁵. This study aimed to identify recruitment strategies and barriers across participating countries, examine associations with recruitment success, and explore regional, income, parent, and centre related patterns. In doing so, novel cross-national insights into recruitment practices in global health research are provided.

A qualitative design guided by the socio-ecological model is adopted to classify recruitment strategies and barriers. The sample included 51 countries participating in SUNRISE. Data were collected via an online survey comprising of open-ended questions. Countries completed the pilot and main study phases were invited to complete the survey twice. Data analysis applied directed content analysis framed within the socio-ecological model.

Sixty survey responses were received from 48 countries. Interpersonal strategies were most common for centre and parent recruitment, emphasising rapport and commitment. Centre recruitment barriers were mainly organisational and public-policy related. Solutions included responsive communication and governmental endorsement. Parent recruitment barriers were primarily intrapersonal, highlighting knowledge and perception gaps. These were addressed through trust-building, engagement, and knowledge development.

This cross-national study identifies key recruitment strategies and barriers in a global early childhood surveillance study. Findings will inform evidence-based, culturally responsive recruitment approaches and support the design and implementation of future global child health surveillance and intervention studies.

Background and Aim: The Active Healthy Kids Global Alliance is a non-profit organisation which has been monitoring global trends in child physical activity for over one decade, using a harmonised approach to grading behavioural and sources of influence on these patterns. Slovenia has participated in 4 of the last 5 Global Matrix initiatives; the results of its latest Report Card process are communicated here.

Methods: A scoping review (e.g. peer-reviewed papers, government documents, grey literature, student work) was performed from Dec 2024 to Dec 2025 by Active Healthy Kids Slovenia. Specialists working with children and adolescents with disabilities (CAWD), early-years (0-5 y), and 24-hour movement behaviours were recruited. Bespoke analyses were conducted within large, multi-year datasets. Regular, bi-monthly meetings were held (remotely), and one in-person grading seminar event was held (Sept 2025) to determine consensus on national grades for 10-key indicators and two supplementary indicators for Slovenian schoolchildren.

Results: Externally-audited Indicator grades are: 1. Overall Physical Activity (B) 2. Organised Sport (B-) 3. Active Play (INC) 4. Active Transport (C-) 5. Sedentary Behaviour (F) 6. Physical Fitness (B-) 7. Family & Peers (A-) 8. Schools (A+) 9. Community & Environment (A+) 10) Government (B); additionally, 11. Sleep (D) 12. Seasonal Variation (INC).

Conclusions: Slovenia excels in providing facilities and opportunities for young ones to engage in physical activity; however, information on unstructured play and physical activity outside of regular school hours is lacking. More research is needed specific to CAWD, early-years, and active play.

Introduction
Sleep, physical activity, and sedentary behaviour are determinants of adolescent mental health. We examined their associations with mental health indicators. We hypothesised that adolescents meeting recommendations for daily physical activity and sleep, and reporting lower sedentary time, would demonstrate more favourable mental health outcomes.

Methods
Cross-sectional data from the 2022 Slovenian Health Behaviour in School-aged Children study were analysed (15- and 17-year-olds; n = 4,484). Measures included self-reported moderate-to-vigorous physical activity (60 minutes daily), leisure-time sedentary behaviour (>4 hours/day), and sleep duration (8–10 hours vs. other). Mental health indicators comprised life satisfaction (9+), self-rated excellent health, weekly psychosomatic complaints (≥2), depressive symptoms (WHO-5), and severe anxiety (GAD-7). Associations were tested using chi-square tests, with strength estimated using Cramer’s V.

Results
Significant associations were found between all three movement behaviours and life satisfaction, self-rated health, psychosomatic complaints, and depressive symptom risk (all p < 0.001; V = 0.075–0.191). The strongest associations were observed for sedentary behaviour with depressive symptom risk (p < 0.001; V = 0.191) and for physical activity with excellent self-rated health (p < 0.001; V = 0.184). For severe anxiety, associations were significant for sleep (p = 0.0003; V = 0.064) and sedentary behaviour (p < 0.001; V = 0.097), but not for physical activity (p = 0.204; V = 0.020).

Conclusions
Integrated promotion of sufficient sleep, daily physical activity, and reduced sedentary time may improve adolescent mental well-being. Findings support policies embedding 24-hour movement behaviours within health-enhancing physical activity strategies.

Objective: Adolescents with neurodevelopmental conditions often face barriers to physical activity participation. The aim was to co-develop a school-based physical activity intervention for adolescents with neurodevelopmental conditions attending special support schools.

Methods: A qualitative inquiry was conducted. Eight special support schools in Sweden were recruited during 2025-2026. A total of 28 school personnel (aged 32-61) and 20 students (aged 13-16) participated in semi-structured focus group discussions. The discussions were audio-recorded, transcribed and analysed using reflexive thematic analysis guided by the COM-B model.

Results: Students expressed having the physical and psychological capability to engage in physical activity. At the same time, teachers described that adapted schedules, students' emotional well‑being, and social challenges shaped participation. Small outdoor areas, short breaks, weather conditions, and socially uncomfortable situations were also identified as barriers to participation. High staff-to-student ratio with individualised adaptations, simplified lessons, clear routines, and outdoor teaching were described as facilitating factors for engagement. Students described higher motivation for enjoyable, varied and low-threshold activities. Student involvement was highlighted as important to promote movement. Teacher‑selected activities were also described as helping to reduce stress and conflicts.

Conclusion: A school‑based physical activity intervention for adolescents with special support needs should address both structural and emotional barriers, including scheduling and social challenges. Supportive elements such as high staff presence, clear routines, engaged teachers, and outdoor activities are expected to enhance participation and provide a foundation for an inclusive and feasible intervention.

Funding Source: Swedish Institute of Educational Research, Research School in Health Science, Ekhaga Foundation

The purpose of this study was to examine the tracking of sprinting ability and endurance capacity in elementary school children and to clarify whether the physical fitness profile indicating the relative balance of these abilities is maintained or changes during childhood. The analysis utilized the 50-m sprint and 20-m shuttle run performance data of the same children in grade 1 and grade 5. The ability profile was calculated as the difference between the standardized scores for the 20-m shuttle run and 50-m sprint (Z-shuttle run - Z-50 m sprint). The results showed correlations between the 50-m sprint and 20-m shuttle run scores of r = 0.69 and r = 0.74 for boys, and r = 0.64 and r = 0.49 for girls, respectively. Conversely, the correlation between the ability profiles in grade 1 and grade 5 was low: r = 0.26 for boys and r = 0.07 for girls. Furthermore, examining the relationship between the initial profile and subsequent change revealed a strong negative association for girls (r = -0.73), whereas this relationship was weak for boys (r = 0.28). These results suggest that while short-distance running ability and endurance capacity show a certain degree of stability during childhood, physical fitness profiles may change during the developmental process. Therefore, it is considered necessary to interpret with caution any predictions of future athletic ability or aptitude based solely on physical fitness characteristics observed during the elementary school years.

Schools represent a central environment in the daily lives of children and teachers and therefore offer opportunities to not only address learning, but also health and social development. Education Outside the Classroom (EOtC), defined as the regular delivery of curriculum-based lessons outside the classroom, has gained increasing attention as a teaching approach that may influence multiple dimensions of school life. However, existing research on EOtC is scattered across disciplines and has focused primarily on students, while evidence regarding teachers and broader outcome domains remains fragmented.

This systematic review aims to synthesize and critically appraise evidence on the effects of regular participation in EOtC for students and teachers. Following PRISMA guidelines, a comprehensive literature search is being conducted in PubMed, Scopus, Web of Science, and EBSCO databases. Studies examining regular curriculum-based outdoor education in primary or secondary school settings in English and German are eligible for inclusion. Data extraction includes study characteristics, intervention features, outcome domains, and findings on students’ and teachers’ physical and psychological health, students’ social dimensions, and performance-related outcomes. The methodological quality and risk of bias of included studies are assessed using tools like RoB 2 or ROBINS-I. Based on the current screening process, approximately 50 studies are expected to be included.

This review will provide a comprehensive synthesis of multidimensional effects of EOtC on students and teachers across disciplines and study designs. The findings will inform practitioners and policymakers about the current evidence base and provide a foundation for future research and evidence-informed practice in outdoor education.

Background and Aim: Recruiting adolescent girls into physical activity (PA) programmes remains a persistent challenge, limiting the reach and impact of PA interventions. This study aimed to pilot test consensus-based recruitment strategies previously identified in a systematic review and refined through a Delphi process involving PA providers and adolescent girls.

Methods: A non-randomised, pre-post pilot study was conducted in seven Dublin secondary schools. Recruitment outcomes were measured during control programmes (2023-2024) and intervention programmes (2024-2025), which incorporated recruitment plans co-designed with schools based on consensus strategies and available resources. Implementation fidelity was assessed using an adapted instrument.

Results: Mean recruitment rates were higher in intervention than control programmes (21.7% ±19.5 vs 12.0% ±9.0), although not statistically significant. Recruitment rates ranged from 3.1-24.1% in control programmes and 7.5-55.3% in intervention programmes. Programme awareness differed significantly between years (χ²(1)=26.5, p<.001): 61.1% of sampled non-participants in the control year versus 28.6% in the intervention year had never heard about the programme, suggesting recruitment strategies reached more girls. Implementation fidelity was positively correlated with recruitment rate (Spearman’s ρ=.919, p=.003, n=7). Teachers were the most frequently cited recruitment pathway (control: 85.5% of participants; intervention: 87.5%).

Conclusions: Consensus-based recruitment strategies may increase awareness of PA programmes among adolescent girls, but recruitment success appears to depend on implementation fidelity. Findings should be interpreted cautiously due to the small number of programmes, variability across schools, and differences in eligible population size. Larger controlled studies are needed to determine whether these strategies translate into sustained improvements in recruitment.

Aim: Engaging adolescent girls in school-based physical activity remains challenging, particularly in low-socioeconomic areas. The aim was to explore sociocultural factors related to school-based physical activity participation among adolescent girls in low-socioeconomic school contexts in Sweden.

Methods: A qualitative ethnographic design was used. The study was conducted within the School Project for Brain Health, a school-based intervention combining structured physical activity, homework support with activity breaks, and walking sessions with audiobooks. Data were collected through participant observations in eight intervention schools located in low-socioeconomic areas between 2021–2025. Field notes were analysed using thematic analysis informed by a critical realist perspective.

Results: Four themes describe patterns in girls’ participation. First, supportive activity leaders and inclusive activities shaped engagement. Second, gendered expectations and cultural norms were visible in how activities were organised and received by students, including assumptions that boys were more suited for certain activities. Girls also reported that, even though they were physically active outside school, they faced lower expectations regarding participation in school physical activities. Third, peer relations were central, with friendship groups supporting participation while social hierarchies sometimes limited involvement. Fourth, activities characterised by choice, flexibility, and enjoyment were described as more accessible and inviting for participation.

Conclusions: Girls’ participation in school-based physical activity in low-socioeconomic contexts was shaped by gender norms, peer relations, and competence expectations. Interventions need to consider sociocultural factors and offer flexible, choice-based activities, with supportive leadership, for equitable participation.

Funding Source: Knowledge Foundation, Skandia, Kamprad Foundation, Swedish ESF Council, SFO-V.