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Longitudinal follow-up of running injury incidence in recreational runners in relationship to the use of Advanced Footwear Technology shoes
No full textThis is an open access article distributed under the terms of the creative commons attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricteduse, distribution, and reproduction in any medium, provided the original work is properly cited. </p
"I never wanted to do anything else" : A qualitative study regarding horse riding teachers motivation to teach based on Self-Determination Theory
No full textSyfte och frågeställningar: Denna studie har som övergripande syfte att undersöka vad som motiverar ridlärare att undervisa, samt hur personliga intressen formas till ett långsiktigt professionellt engagemang. Två frågeställningar var centrala för studien: - Vilka motivationsfaktorer driver ridlärare att undervisa? - Hur påverkar personliga intressen ridlärares yrkesval samt deras professionella engagemang? Metod: Kvalitativ metod med semistrukturerade intervjuer. Intervjupersonerna rekryterades genom ett bekvämlighetsurval tillsammans med snöbollsurval och intervjuerna, som varade mellan 45–75 minuter, har transkriberats och analyserats med hjälp av Braun & Clarke (2022) beskrivning av tematisk analys. Resultat: Sammanfattningsvis visar resultatet att ridlärares motivation att undervisa formas i ett samspel mellan personliga intressen och de psykologiska behov som enligt självbestämmandeteorin (Deci & Ryan, 2000) är centrala för inre motivation: autonomi, kompetens och samhörighet. Respondenterna beskriver hur den egna relationen till hästen utgör en grundläggande drivkraft, där viljan att förmedla denna relation till elever blir en meningsskapande del av yrkesrollen. Samtidigt påverkas motivationen av yttre faktorer såsom arbetsvillkor, organisatoriska strukturer och den sociala gemenskap som ridskolan erbjuder. Ridlärarnas berättelser visar att upplevelsen av professionell handlingsfrihet, möjligheten att utvecklas i sin undervisning och att känna sig delaktig i en gemenskap har avgörande betydelse för hur det personliga engagemanget omvandlas till ett långsiktigt yrkesmässigt driv. Slutsats: Ridlärares motivation är en dynamisk och kontinuerligt utvecklande process som påverkas av både personliga drivkrafter och arbetsmiljön. För att skapa hållbara och attraktiva arbetsvillkor krävs att arbetsgivare inte bara tillhandahåller praktiska resurser, utan också aktivt stödjer ridlärarnas professionella engagemang genom erkännande, utvecklingsmöjligheter och delaktighet. Motivation formas i samspelet mellan individ, praktik och organisation, där tillfredsställelse av behovet av autonomi, kompetens och samhörighet är avgörande för ett långsiktigt och meningsfullt yrkesutövande. Nyckelord: motivation, ridlärare, undervisning, självbestämmandeteori, yrkesidentitet, kvalitativ metod, semistrukturerade intervjuerPurpose and Research Questions: This study aims to investigate what motivates riding instructors to teach, and how personal interests develop into long-term professional engagement. Two central research questions guided the study: · What motivational factors drive riding instructors to teach? · How do personal interests influence riding instructors’ career choices and their professional engagement? Method: A qualitative approach was used with semi-structured interviews. Participants were recruited through a convenience sample combined with snowball sampling. The interviews, lasting between 45 and 75 minutes, were transcribed and analyzed using Braun and Clarke’s (2022) thematic analysis framework. Results: The findings indicate that riding instructors’ motivation to teach is shaped through an interaction between personal interests and the psychological needs central to intrinsic motivation according to Self-Determination Theory (Deci & Ryan, 2000): autonomy, competence, and relatedness. Respondents describe their relationship with horses as a fundamental driving force, where the desire to convey this relationship to students becomes a meaningful part of their professional role. Motivation is also influenced by external factors such as working conditions, organizational structures, and the social community offered by the riding school. The instructors’ narratives reveal that experiencing professional autonomy, opportunities for pedagogical development, and a sense of belonging are crucial for transforming personal engagement into sustained professional motivation. Conclusion: Riding instructors’ motivation is a dynamic and continuously evolving process influenced by both personal drives and the work environment. To create sustainable and attractive working conditions, employers must not only provide practical resources but also actively support riding instructors’ professional engagement through recognition, development opportunities, and inclusion. Motivation is formed in the interplay between the individual, practice, and organization, where fulfillment of the needs for autonomy, competence, and relatedness is essential for long-term and meaningful professional practice. Keywords: motivation, riding instructor, teaching, Self-Determination Theory, professional identity, qualitative method, semi-structured interview
Metabolic regulation and the Interplay with Response and Performance During an Ultra-Endurance Race
No full textPurpose: This study investigated how blood glucose and ketone regulation relate to performance outcome and physiological and immune responses during a demanding ultra-endurance race. Method: 19 of the athletes (7 women, 12 men) who participated in the 250 kilometer swim and running race called One Water Race were monitored using continuous glucose monitors (CGM), continuous ketone monitors (CKM), Oura™ ring, and pre- and post-race blood samples. The data from each variable were compared along with data from finishers versus non-finishers (DNF). Results: On average finishers spent more time in the hyperglycemic range (>7.8 mmol/L) and ketosis (>0.5 mmol/L) (p>0.05). A significant inverse correlation was found between hyperglycemia and time in ketosis (p<0.05). A more prominent immune response was evident among finishers, which exhibited greater neutrophil increases and lymphocyte decreases (p<0.05). Higher glucose variability and time spent outside of the target blood glucose range (3.9-7.8mmol/L) were associated with lower monocyte and basophil counts (p<0.05). Pre-race nighttime temperature deviation was significantly lower among finishers (p<0.05). Conclusion: The results indicate that a better glycemic control, higher fat metabolism, and a more prominent immune response is associated with finishing a demanding ultra-endurance race such as the OWR. Continuous metabolic monitoring offers novel insights into the physiological responses when athletes are pushing themselves towards their limit. Masteruppsats utförd som en vetenskaplig artikel. </p
Busier, Happier, and Good(er) – 40 Years on from ‘Busy, Happy, and Good’ as Success in Teaching Physical Education
No full textIn 1983, Judith Placek published “Conceptions of success in teaching: Busy, happy, and good?” Placek’s arguments have been picked up widely in research and are often used as a catchphrase to represent bad teaching. Our purpose in this paper is to revisit Placek’s argument and “update” it for modern times. We first contextualize “Busy, Happy, and Good” by exploring the sociopolitical “setting” in which it came from and examine the literature to investigate how the concept has been used. We then outline three challenges physical education faces regarding success in teaching. Lastly, we propose a framework using a revised version of Placek’s concept that engages in the complexities of student learning. In doing so, we discuss five learning “bodies”: (a) Moving Body, (b) Thinking Body, (c) Social Body, (d) Emotional Body, and (e) Cultural Body, and propose educational aims that can guide successful teaching across diverse movement cultures and reposition Placek’s arguments as more positive outcomes of physical education
Creative dance – practising and improving … what? A study in physical education teacher education
No full textCreative dance, that is to say, movements, with or without music, which allow participants to express ideas, thoughts, and feelings, are sometimes accompanied by a ‘there is no right or wrong way to move’ rhetoric. This may reinforce the impression among physical education teacher education (PETE) students, who often have limited experience of (creative) dance, that there is nothing to practise in creative dance and that this activity is merely directionless movement. In this paper, however, based on Aggerholm's notion of practising movements, we explore an occasion in a PETE course where a magic moment occurred, indicating that the students had practised and ‘figured out’ something that made this moment possible. The purpose of the paper is to explore the knowledge in movement that PETE students were practising as they participated in creative dance. The purpose is also to shed light on what pedagogical practice contributed to enabling such practising. Video documentation and short interviews with students in one PETE course and one continuing professional development course for physical education teachers indicate that the magic moment was made possible as the students’ practised making sense of moving in non-predetermined – creative – ways and appreciating the expressive dimension of movement. Laban's movement analysis framework seemed, along with the teachers’ knowledge of movement, to be an important element in the pedagogical practice that made the magic moment possible
Anabolic Sensitivity in Healthy, Lean, Older Men Is Associated With Higher Expression of Amino Acid Sensors and mTORC1 Activators Compared to Young
No full textBackground Sarcopenia is thought to be underlined by age-associated anabolic resistance and dysregulation of intracellular signalling pathways. However, it is unclear whether these phenomena are driven by ageing per se or other confounding factors. Methods Lean and healthy young (n = 10, 22 ± 3 years, BMI; 23.4 ± 0.8 kg/m2) and old men (n = 10, 70 ± 3 years, BMI; 22.7 ± 1.3 kg/m2) performed unilateral resistance exercise followed by intake of essential amino acids (EAA). Muscle biopsies were collected from the rested and the exercised leg before, immediately after and 60 and 180 min after EAA intake. Muscle samples were analysed for amino acid concentrations, muscle protein synthesis (MPS) and associated anabolic signalling. Results Following exercise, peak plasma levels of EAA and leucine were similar between groups, but the area under the curve was ~11% and ~28% lower in Young (p < 0.01). Absolute levels of muscle EAA and leucine peaked 60 min after exercise, with ~15 and ~21% higher concentrations in the exercising leg (p < 0.01) but with no difference between groups. MPS increased in both the resting (~0.035%·h−1 to 0.056%·h−1, p < 0.05) and exercising leg (~0.035%·h−1 to 0.083%·h−1, p < 0.05) with no difference between groups. Phosphorylation of S6K1Thr389 increased to a similar extent in the exercising leg in both groups but was 2.8-fold higher in the resting leg of Old at the 60 min timepoint (p < 0.001). Phosphorylation of 4E-BP1Ser65 increased following EAA intake and exercise, but differences between legs were statistically different only at 180 min (p < 0.001). However, phosphorylation of this site was on average 78% greater across all timepoints in Old (p < 0.01). Phosphorylation of eEF2Thr56 was reduced (~66% and 39%) in the exercising leg at both timepoints after EAA intake and exercise, with no group differences (p < 0.05). However, phosphorylation at this site was reduced by ~27% also in the resting leg at 60 min, an effect that was only seen in Old (p < 0.01). Total levels of Rheb (~45%), LAT1 (~31%) and Rag B (~31%) were higher in Old (p < 0.001). Conclusion Lean and healthy old men do not manifest AR as evidenced by potent increases in MPS and mTORC1 signalling following EAA intake and exercise. Maintained anabolic sensitivity with age appears to be a function of a compensatory increase in basal levels of proteins involved in anabolic signalling. Therefore, our results suggest that age per se does not appear to cause AR in human skeletal muscle.At the time of Oscar Horwath's dissertation this article was published ahead of print.</p
How young migrants perceive school health education in Sweden.
No full textThe aim of this paper is to provide insights into how young people who have been forced to migrate perceive school health education. Eighteen individuals aged 15-19 years (10 females, 8 males, average age 16.9 years) took part in either focus group interviews (n = 7) or individual interviews (n = 1). Participants were first presented with short scenarios concerning health education and were invited to use these scenarios as starting points to discuss their own experiences of health education. Participants were then presented with a collection of photographs that portrayed people displaying broad dimensions of health. Participants were asked to discuss the significance of the health dimensions in their lives, and describe how these dimensions were covered in school health education. Our findings suggest three broad perceptions of health education content: a moderately enthusiastic perception, a disengaged perception, and a marginalized perception. These findings: raise questions about whether the provision of health education matches the needs of young migrants, point to cultural differences in the way health topics are understood, and suggest that school health education might influence how migrants interact with health service providers.This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial License (https://creativecommons.org/licenses/by-nc/4.0/)</p
“They’re Rubbing it in my Face.” A study of Embodiment When Being Trans in PE
No full textResearch that investigates the impact of heteronormativity on physical education (PE) is extensive. In this paper, we expand previous knowledge that describes PE as heteronormative, binary, and hierarchical by offering phenomenological analyses of transgender people’s experiences of PE. The paper builds on data presented in the third author’s master’s project (Strømman, 2022), in which she explores trans experiences in PE in a firstperson perspective. This paper, however, expands on embodiment, as it appears to be an underexplored approach when we seek to understand minority experiences. We bring attention to how the moving body is at the core of every human experience. In our analysis, we present five themes: 1) PE causes discomfort; “It’s like you wait to explode”; 2) It feels good to forget the troublesome presence of the body; 3) PE- still a subject with masculine connotations; 4) Even when binaries are challenged, discomfort persists; 5) Bittersweet solutions. In these themes, the moving body is accredited as an approach to understand the body as object and subject at the same time. Methodologically, we combine embodied phenomenology and phenomenology of practice to get close to the embodied experiences of our participants. Where previous research has focused on structural binary arrangements in PE, we describe the embodied experiences of such arrangements. In other words, the occurrence of binary arrangements is not a new finding; rather, our contribution is how binary arrangements shape lived embodied experiences
Fysisk aktivitet, symptomnivå och välbefinnande hos vuxna med Autism och/eller ADHD : En kvantitativ studie
No full text Syfte och frågeställningar: Det blir allt vanligare med de Neuropsykiatriska diagnoserna Autism och ADHD och de förväntas att fortsätta öka. Det mesta av forskningen är gjorda på barn men eftersom diagnoserna är en livslång funktionsnedsättning är det även viktigt med forskning på vuxna. Det är allmänt känt att fysisk aktivitet är bra för alla människor oavsett diagnos eller inte. Dock finns det en kunskapslucka kring samband mellan fysisk aktivitet, välbefinnande och symptomnivå hos personer med Autism och/eller ADHD. Syftet med denna studie var att undersöka ifall det finns ett samband mellan fysisk aktivitet, välbefinnande och symptomnivå hos personer med Autism och/eller ADHD. Metod: Detta är en kvantitativ studie. 117 kvinnor och män över 18 år med (eller trodde att dom hade) en Autism och/eller ADHD diagnos besvarade en enkät. Enkäten innehöll frågor om bland annat fysisk aktivitet, välbefinnande och symptomnivå. Symptomnivåerna delades in i olika typer: 1. ouppmärksamhetssymptom, 2. hyperaktivitet/impulsivitetssymptom och 3. hur man upplever symptomnivåerna i vardagen. Enkätsvaren användes för att i programmet Jamovi genomföra en korrelationsanalys med hjälp av Spearmans test. Även analys av bakgrundsvariabler genomfördes för att få fram antal, procent, medelvärde och standardavvikelser. Resultat: Korrelationen mellan fysisk aktivitet och välbefinnande var signifikant (R=0.392, p<0.001). Korrelationen för fysisk aktivitet och symptomnivå för ouppmärksamhet (R=-0.118, p=0.204) samt impulsivitet/hyperaktivitet (R=0.029, p=0.759) visade sig inte signifikant. Däremot visade sig fysisk aktivitet och hur symptomnivåerna påverkar än i vardagen vara signifikanta (R=-0.209, p=0.024). Korrelationen mellan välbefinnande och symptomnivå vad gäller ouppmärksamhet var signifikant (R=-0.340, p<0.001). Samma sak vad gäller välbefinnande och hur symptomen påverkar än i vardagen (R=-0.378, p<0.001). Däremot var korrelationen mellan välbefinnande och symptomnivå vad gäller hyperaktivitet/impulsivitet inte signifikant (R=-0.152, p=0.103). Slutsats: Studien undersökte korrelationen mellan fysisk aktivitet, välbefinnande och symptomnivå. Det visade sig att de som är mer fysiskt aktiva har ett bättre välbefinnande och lägre grad av symptom kopplade till sin Autism och/eller ADHD i vardagen. De som hade ett bättre välbefinnande hade också lägre grad av symptom gällande ouppmärksamhet samt lägre grad av symptom som påverkar än i vardagen. Det krävs mer forskning inom många områden. Bland annat om vad som krävs för att fler med diagnoser ska delta och fortsätta delta i fysisk aktivitet, hur fysisk aktivitet påverkar symptomnivåer samt om sambandet mellan symptomnivåer och välbefinnande. Kunskap och förståelse är avgörande, därför är forskning väldigt viktigt för att individer med Autism och/eller ADHD ska få ett så bra liv som möjligt. Aim: It is becoming more common with the neuropsyciatric diagnosis of Autism and ADHD and they are expected to increase. Most of the research is done on children, but since the diagnoses are lifelong disabilities, research on adults is also important. It is generally known that physical activity is good for all people regardless of diagnoses or not. However, there is a knowledge gap regarding the relationchip between physical activity, well being and symptom levels in people with Autism and/or ADHD. The purpose of this study was to investigate wheater there is a correlation between physical activity, well being and symptom levels in people with Autism and/or ADHD. Method: This is a quantitative study. 117 women and men over 18 years of age with (or believed they had) an Autism and/or ADHD diagnosis answered a questionnaire. The questionnaire contained questions about, physical activity, well-being and symptom level. Symptom levels were divided into different types, inattention symptoms, hyperactivity/impulsivity symptoms and how the symptom levels experienced in everyday life. The questionnaire responses were used to conduct a correlation analysis using Spearman's test in the program Jamovi. Analysis of background variables was also conducted to obtain numbers, percentages, mean values and standard deviations. Results: The correlation between physical activity and well-being was significant (R=0.392, p<0.001). The correlation between physical activity and symptom level for inattention (R=-0.118, p=0.204) and impulsivity/hyperactivity (R=0.029, p=0.759) was not significant. However, physical activity and how the symptom levels affect everyday life were significant (R=-0.209, p=0.024). The correlation between well-being and symptom level for inattention was significant (R=-0.340, p<0.001). The same applies to well-being and how the symptoms affect everyday life (R=-0.378, p<0.001). However, the correlation between well-being and symptom level for hyperactivity/impulsivity was not significant (R=-0.152, p=0.103). Conclusion: The study investigate the correlation between physical activity, well-being and symptom levels. It was found that those who were more physically active had better well-being and lower levels of symptoms related to their Autism and/or ADHD in everyday life. Those who had better well-being also had lower levels of symptoms related to inattention and lower levels of symptoms that interfere with everyday life. More research is needed in many areas. For instance, what is needed for more people with diagnoses to participate and continue to participate in physical activity, how physical activity affects symptom levels, and the relationship between symptom levels and well-being. Knowledge and understanding are crucial, which is why research is vital for individuals with Autism and/or ADHD to have the best possible life.
Users' perceptions of an mHealth service to support healthy lifestyle habits among adult individuals with type 2 diabetes in Sweden - A qualitative study
No full textBackground Healthy lifestyle habits, such as performing physical activity and having healthy eating habits, are cornerstones of primary and secondary prevention of noncommunicable diseases, such as type 2 diabetes. Mobile health (mHealth) services may effectively promote healthy lifestyle habits, but more research focusing on users' perspectives of health-promoting mHealth services is needed to adapt them to user's needs and preferences. This study aimed to explore perceptions of an mHealth service to support physical activity, healthy eating habits, and mental health among adult individuals with type 2 diabetes. In this qualitative study, individual interviews were conducted with 10 people with type 2 diabetes in Sweden who were using an mHealth service providing digital coaching to support physical activity, healthy eating habits, and mental health for four weeks. Qualitative content analysis with an inductive approach was used to analyze the data. Results Six subcategories and two categories were identified in the data. The participants emphasized the importance of an interactive design, including a user-friendly layout, meaningful and varied functions, and a design promoting motivation and goal setting. Additionally, they highlighted the importance of user-centered content, such as a holistic approach, a setting tailored to the user, and diabetes-specific information. These factors were seen as crucial for optimizing support for healthy lifestyle habits and ensuring that the content of the mHealth service effectively reaches users. Conclusion Adult individuals with type 2 diabetes highlighted the importance of an interactive design that incorporates user-centered content in mHealth services to facilitate daily usage and promote behavioral change. This study contributes to the understanding of users' perceptions with mHealth services, which have been confirmed to be important when developing person-centered digital interventions.Open Access: This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made.</p