The purpose of the present programme was to develop and validate a theoretically-grounded instrument to measure the planned and unplanned dimensions of lifestyle PA (PPA and UPA; Dunn, Andersen, & Jakicic, 1998). In Study 1, two samples of British adults (Internet: N = 742; paper: N = 563) were used to establish the content validity of the Brunel Lifestyle Physical Activity Questionnaire (BLPAQ). Exploratory factor analysis yielded a two-factor model (UPA and PPA) that produced acceptable fit indices using confirmatory factors analyses with both samples. The purpose of Study 2 was to examine the test-retest reliability of the BLPAQ over 5 weeks using a sample of leisure centre users, university staff members, and university students (N = 337). High correlations were observed between the two administrations (range = .93-.98; p < .01). Thereafter, the data were subjected to proportion of agreement (PoA) analysis as advocated by Nevill, Lane, Kilgor, Bowes, and Whyte (2001). Both PPA and UPA demonstrated satisfactorily high internal agreement (PoA > 95%). In Study 3, the BLPAQ was cross-validated using two criterion measures: the Baecke Questionnaire of Habitual Physical Activity (Baecke, Burema, & Frijters, 1982) and the Godin’s Leisure-Time Exercise Questionnaire (Godin & Shephard, 1985). Multiple linear regressions were performed to predict PPA and UPA from the subscales of the two reference measures. The predictive models differed markedly in terms of gender. Subsequently, the sample of 338 British adults was divided into two subsamples, and these were subjected to a cross-validation using the Limits of Agreement (LoA) methodology advocated by Bland and Altman (1986). The agreement plots revealed that both BLPAQ subscales demonstrated acceptable inter-sample agreement when compared to the criterion measures. In Study 4, a series of structural equation models were tested with the aim of predicting PPA and UPA using the variables that constitute the Theory of Planned Behaviour (TPB). The TPB was able to predict PPA but not UPA. The addition of a direct path between past behaviour to UPA did not result in a significant prediction. Further work is required to examine the factorial structure of the PPA subscale and to increase the number of items in the UPA subscale. In sum, the programme has contributed a valid and reliable theory-based measure of PA as well as evidence to support the utility of the TPB in PA research. However, the TPB framework may require the addition of predictors such as past behaviour and actual behavioural control.

Syftet med studien är att belysa fyra förskollärares syn på planerad fysisk aktivitet och hur dederas beskriver att de arbetar e med det i förskolan. Tre frågeställningar formulerades utifrån syftet och dessa är: hur ser förskollärarna på begreppet planerad fysisk aktivitet, hur beskriver förskollärarna att de använder planerad fysisk aktivitet samt vilken påverkan upplever förskollärarna att planerad fysisk aktivitet kan ha på arbetsklimatet i förskolan.vilken påverkan förskollärarna upplever att planerad fysisk aktivitet kan ha på arbetsklimatet i förskolan. Syftet och frågeställningarna utformades utifrån ett fenomenologiskt perspektiv då studien utgår från förskollärares upplevelser. Studien utgår ifrån en kvalitativ ansats där fyra förskollärare på olika förskolor i Sverige har intervjuats. I resultatet framkommer det bland annat att förskollärarna har olika syn på fysisk aktivitet i förskolan då de definierar begreppet på olika sätt. Dessutom framkommer det att de har olika syften med den planerade fysiska aktiviteten i verksamheten. Förskollärarna arbetar även med planerad fysisk aktivitet på olika sätt där vissa använder utemiljön och barns fria lek medan andra har planerade gympapass inomhus. Det framkommer även i resultatet att planerad fysisk aktivitet kan påverka arbetsklimatet i verksamheten. / The purpose of the study is to elucidate four preschool teachers' views on planned physical activity and how they describe that they work with it in preschool. Three issues were formulated based on the purpose and these are: how do preschool teachers see the concept of planned physical activity, how do preschool teachers describe that they use planned physical activity and what impact the preschool teachers experience that planned physical activity can have on the working environment in preschool. The purpose and the questions were designed from a phenomenological perspective as the study is based on the experiences of preschool teachers. The study is based on a qualitative approach where four preschool teachers at different preschools in Sweden have been interviewed. The result shows that the preschool teachers have different views on physical activity in the preschool as they define the concept in different ways. In addition, it appears that they have different purposes with the planned physical activity in the business. Preschool teachers also work with planned physical activity in different ways where some use the outdoor environment and children's free play while others have planned gym passes indoors. It also appears in the result that planned physical activity can affect the working climate in the business.