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Syftet med denna studie är att undersöka hur pedagoger i fritidshem resonerar kring elevinflytande. Mer specifikt analyseras hur sju pedagoger upplever att elevinflytande integreras i undervisningen. Tillgång till skola har funnits i Sverige sedan 1000-talet då kyrkan stod som källan till kunskap. Dagens fritidshem har sitt ursprung från 1800-talets arbetsstugor där barn skulle lära sig ett hantverk och komma ifrån tiggeri. Fritidshemmet ska vila på en demokratisk grund och eleverna ska få både omsorg och lärande. Alla elever ska mötas med respekt, nyfikenhet och öppenhet för att lära och utvecklas tillsammans. Fritidshemmet styrs av Barnkonventionen, Skollagen och Läroplan för grundskolan, förskoleklassen och fritidshemmet, där undervisningen ska utgå från elevernas intresse, behov och erfarenhet. Svenska forskare skriver om elevinflytande, hur eleverna görs delaktiga på fritidshemmet. Empirin till denna kvalitativa studie har tillkommit genom sju intervjuer med pedagoger i fritidshem. Teorin som används till analysen av empirin är barndomssociologi med begreppen barnperspektiv, barns perspektiv och makt. Resultatet visar att respondenterna tycker att det är viktigt att eleverna får göra sin röst hörd och att deras tid på fritidshemmet är värdefull. Trots det kan respondenterna se att vissa elever upplever att deras röst inte blir hörd, då deras val inte var det som majoriteten valde. Pedagogerna använder ett barnperspektiv i verksamheten då de utgår från vad de tror att eleverna vill lära om. / The purpose of this study is to investigate how educators in leisure time centers reason about student influence. More specifically, how seven educators feel that student influence is integrated into teaching si analysede. Access to school har existed in Sweden since the 11th century when the church stood as the source of knowledge. Today’s leisure time centers have their origins in 19th-century workhouses where children would learn a craft and get away from begging. The leisure center must rest on a democratic foundation and the students must receive both care and learning. The leisure time center is governed by the Convention on the Rights of the Child, the School Act and the Curriculum for primary school, pre-school and leisure time center, where teaching must be based on the students' interests, needs and experience. Swedish researchers write about student influence, how students are made to participate in the leisure time center. The experience for this qualitative study has been gained through seven interviews with educators in leisure time centers. The theory used for the analysis of the empirical evidence is childhood sociology with the concepts of child perspective, children's perspective and power. The results show that the respondents think it is important that the students are allowed to make their voices heard and that their time at the leisure time center is valuable. Even so, the respondents can see that some students feel that their voice is not being heard, as their choice was not the one chosen by the majority. The educators use a children's perspective in the activities as they start from what they think the students want to learn about.

<p>The purpose of this dissertation was to use an integrative theoretical framework to examine the individual and environmental factors associated with leisure-time physical activity (LTPA) for persons living with spinal cord injury (SCI). Using a systematic approach, three studies were conducted to: (1) survey the accessibility and availability of physical activity facilities for Canadians living with mobility disabilities, (2) test an integrative, theoretical framework for understanding LTPA among people with SCI, and (3) implement a theory-based intervention that focuses on helping beginner exercisers living with SCI cope with salient individual and environmental LTPA barriers. </p> <p>Study 1 involved two sub-studies. Study lA used a modified version of the AIMFREE instrument (Rimmer et al., 2004) and provided evidence of the limited accessibility of fitness and recreational facilities (n=44) for persons with mobility disabilities. Study lB applied a geographical technique, Geographical Information Systems (GIS), to develop an objective proximity measure specific to persons with SCI. Results indicated a small, negative association between the objective presence of physical activity facilities and L TPA in a sample of persons with SCI (n=50), suggesting that living in close proximity to a facility which provides adaptive programming and equipment does not necessarily translate into greater LTPA for persons with SCI.</p> <p>As an extension of Study 1, Study 2 used structural equation modeling to conduct a cross-sectional examination of whether an environmental factor --neighbourhood perceptions--could enhance the Theory of Planned ehaviour's (TPB; Ajzen, 1985) ability to explain LTPA intentions and behaviour in persons with SCI (n=246). Results indicated a small, negative association between perceived wheeling infrastructure and LTPA intentions. However, perceptions of neighbourhood aesthetics and wheeling infrastructure did not explain significant variance in either L TPA intentions or behaviour, beyond that accounted for by the TPB constructs, suggesting that these eighbourhood factors do not enhance the TPB's ability to explain LTPA behaviour.</p> <p>Lastly, Study 3 used a randomized, controlled design to examine the effects of a 10-week action and coping planning intervention on enhancing LTPA and coping self efficacy in exercise intenders living with SCI (n=47). Results indicated greater LTPA for participants who formed action plans and coping plans (A+C condition) than for the participants who only formed action plans (A condition). Furthermore, the A+C condition had greater confidence to schedule their L TPA and overcome L TPA-related barriers than the A condition. These findings provide evidence of the benefits of supplementing action plans with coping plans for enhancing L TP A and coping self-efficacy beliefs among exercise intenders living with SCI. </p> <p>Together, these three studies provide a broader understanding of L TPA correlates and determinants in people with SCI, and provide evidence of the efficacy of multiple planning strategics for promoting L TPA in persons with SCI. The results provide an impetus for extending the scope of the research on the physical environment and LTPA towards persons with mobility disabilities. Moreover, the findings demonstrate the value of theory-based research for identifying the multidimensional correlates and determinants of LTPA, and for designing effective LTPA-enhancing interventions in persons with SCI. </p> / Thesis / Doctor of Philosophy (PhD)

Det övergripande syftet med denna licentiatstudie är att undersöka hur teknik som undervisningsområde kommer till uttryck inom fritidsverksamheter. Syftet inrymmer ett fokus på vad fritidslärarna gör för att organisera undervisning. Studien utgår ifrån följande frågeställningar: hur ser fritidslärarna på undervisning i teknik i fritidshem; och hur organiseras teknik som en del av undervisnings-praktiken i fritidshem? Studien är kvalitativ samt inspirerad av etnografi och Grounded theory. Studiens teoretiska perspektiv är symbolisk interaktionism, samt Mitchams modell för manifestation av teknik från 1994. Studien är en fält-studie på tre olika fritidshem. I studiens bakgrundsbeskrivning påvisas att fritidshem har haft en historia där hantverk och olika estetiska aktiviteter varit vanligt förekommande aktiviteter. Fritidshemmen har också, i och med en tydligare styrning kring lärandet, fått del i läroplanen Lgr11 (reviderad 2016), där tekniken är en framskriven del av undervisningen. Studien handlar därför om hur fritidshemspersonalen reflekterar och förhandlar och definierar för att göra olika teknikaktiviteter. Fritidshemspersonalen gör, enligt studien, här en nyorientering för att tolka innehållet i den egna läroplansdelen. I denna nyorientering använder fritidshemspersonalen sig av tre olika strategier för att hantera detta med teknik som undervisning, detta i ett gränsland mellan tidigare idétraditioner och en utökad styrning.

<p>Using a cross-sectional design, Bandura's (1986) Social Cognitive Theory and Self-Efficacy Theory (1977) were used as a framework to determine whether wheelchairuse self-efficacy and exercise barrier self-efficacy mediate the relationship between wheelchair mobility and leisure-time physical activity (LTPA) in people with spinal cord injury (SCI). Fourty-six manual wheelchair users (76.1 % male), with varying levels of SCI (80.4% paraplegic, 47.8% complete injuries) participated in this study. Participants completed The Wheelchair Skills Test version 4.1 (Wheelchair Skills Test Version 4.1 [WST 4.1],2008) which measured wheelchair mobility, a modified barrier self-efficacy questionnaire (McAuley & Mihalko, 1998) which measured exercise barrier self-efficacy, the Wheelchair Mobility Confidence Scale (WMCS; Rushton & Miller, 2009) which measured wheelchair-use self-efficacy, and the Physical Activity Recall Assessment for people with SCI (PARA-SCI; Martin Ginis, Latimer, Hicks & Craven, 2005) which measured LTPA. It was hypothesized that (1) there would be a positive relationship between wheelchair mobility and LTPA, and (2) wheelchair-use self-efficacy and exercise barrier self-efficacy would mediate this relationship. Using linear regression models, a positive association between wheelchair mobility and LTPA was established (β = .29, p < .05). Exercise barrier self-efficacy was a significant partial mediator, explaining 47.7% ofthe variance in the mobility-LTPA relationship. Wheelchair-use selfefficacy was a non-significant mediator. This thesis has practical and theoretical implications for understanding and improving LTPA participation and represents the first study to determine the relationship between wheelchair mobility, self-efficacy, and LTPA in people living with SCI.</p> / Master of Science (MS)

The purpose of this dissertation was to test the utility of theories across the development, implementation, and evaluation of three nationwide knowledge translation (KT) interventions in the physical disability community. Using a theory-based evaluation guided by the Theory of Planned Behaviour (TPB), Study 1 evaluates the effectiveness of an evidence-based, continuing education module designed to increase emergency health care professionals’ (HCPs) knowledge and use of clinical practice guidelines for managing patients with spinal cord injury (SCI) who present with autonomic dysrefexia. Findings suggest that behaviour change theory should be integrated into the intervention to change theory-based determinants of behaviour, and that information about intervention implementation may help explain observed outcomes. Study 2 examined the use of theory across three phases of research in the Canadian Paralympic Committee’s Changing Minds, Changing Lives (CMCL) intervention. Study 2.1 describes the restructuring of the CMCL curriculum to include research evidence and theory. Study 2.2 evaluates the short- and long-term effects of the CMCL intervention on HCPs’ social cognitions for discussing leisure-time physical activity (LTPA), and explores key implementation variables that predict changes in HCPs’ social cognitions. Overall Study 2 results suggest that: (1) using a KT framework and integrating stakeholders throughout intervention development increases the likelihood that interventionists will adopt and implement the intervention, and (2) real-world implementation is important to understanding intervention effectiveness. Study 3 examines the effectiveness, and its implementation correlates, of Get in Motion (GIM), a nationwide, LTPA-enhancing telephone counseling service for adults with SCI. Study 3 furthers our understanding of the relationship between implementation and effectiveness, and suggests key implementation ingredients that could be targeted in future refinements of GIM. Together, the dissertation studies contribute to our understanding of how to use theory when developing, implementing, and evaluating behaviour change interventions targeting HCPs and other end-users in the physical disability community. / Dissertation / Doctor of Philosophy (PhD)

<p>Body image is an important component of physical and psychological health. Cash's (2002) cognitive-behavioural model of body image is useful for understanding factors related to body image, such as body composition and leisure time physical activity (LTPA). Changes in body composition and LTPA following spinal cord injury (SCI) may increase the risk of developing an unhealthy body image and may jeopardize the overall health and well-being of people with SCI. Unfortunately, little research had been conducted to explore factors related to body image in the SCI population.</p><p>The object of the current thesis was to examine body image in people with SCI, within the framework of Cash's (2002) model. Specifically, we examined the relationships between appearance and functional satisfaction, LTPA, and body composition in 61 men and women with SCI. Pearson's correlations were calculated to examine the relationship between body composition and body satisfaction. In order to compare body satisfaction between men and women who engaged in some LTPA versus no LTPA, separate 2 (sex) x 2 (LTPA) ANOVAs were calculated for appearance satisfaction and functional satisfaction.</p><p>We hypothesized that body composition would be negatively related to appearance satisfaction and functional satisfaction such that higher body weight, percentage body fat and waist circumference would be associated with lower levels of satisfaction. Further, we hypothesized that after controlling for body composition, participants who engaged in LTPA would have more appearance and functional satisfaction than those who did not.Finally, we hypothesized that body satisfaction would be more strongly related to moderate-intensity LTPA versus mild-intensity LTPA, and resistance-LTPA versus aerobic-LTP A.</p><p>In partial support of our hypothesis, body composition was significantly related to appearance satisfaction for women only. Body composition was not significantly related to functional satisfaction for men or women. The results of the ANOVAs indicate that women were more dissatisfied with their appearance than men. However, contrary to hypothesis, appearance satisfaction did not differ between men or women who engaged in . LTPA versus those who did not. For men and women, those who engaged in mild or moderate intensity LTPA were less satisfied with their physical function than those who did not. Further, participants who engaged in resistance-LTPA were less satisfied with their physical function that those who did not.</p><p>Results are discussed within the framework of Cash's model. Findings suggest that people who engage in LTPA are less satisfied with their bodies than people who do not. This finding was surprising because LTPA has been shown to improve body image in the SCI population (Hicks et al., 2003). However, dissatisfaction with physical appearance or physical function may motivate individuals to engage in LTPA. The theoretical and practical implications of the current thesis are discussed. Prospective research is necessary to further understand the directionality of the relationship between the constructs of Cash's (2002) model, and to test SCI-specific variables as potential mediators and moderators of the relationship between LTPA and body image.</p> / Thesis / Master of Science (MSc)

The aim of this study is to increase the knowledge and understanding of how leisure-time pedagogues´ professional identity is changed as a consequence of altered governance and resulting new tasks. More specifically the study is oriented towards understanding how external demands for quality accounts, assessments and documentation in leisure-time centers and schools, affect leisure-time pedagogues´ practice of their profession and professional identity, and how the leisure-time pedagogues relate to these demands. The empirical data are generated through interviews with 23 leisure-time pedagogues, 8 school leaders, document analyses, and a survey among 105 leisure-time pedagogues. The analysis draws on profession theories perspective and concepts like knowledge base, jurisdiction and discretion to understand what is central in the leisure-time pedagogues’ profession and in what direction the profession is developing: de-professionalization, professionalization or re-configuration. Bourdieu´s sociological theories with concepts of field, capital and habitus are also used for understanding of the leisure-time pedagogues´ positions, actions, and explicit relations to other professional groups. The results indicate dilemmas that the leisure-time pedagogues face related to far-going decentralisation, introduction of new public management, reduced resources, and closer links between leisure-time centres and schools. Working with traditional methods creates problems and it becomes hard to balance the work between leisure-time centre and school. The thesis shows that leisure-time pedagogues constantly conduct independent individual assessments that are mainly hidden. This has not been pointed out before but is linked to the leisure-time pedagogues´ professional identity. Assess­ment as an accounting task has on the other hand been added in connection with the transfer to the educational sector and altered forms of governance. Leisure-time pedagogues are both ambivalent and critical to these demands for transparency and accountability. Even though the leisure-time pedagogues are subjected to increased control and expected to work more with assessments in different forms, and are forced to reduce their professional work in leisure-time centres, we cannot entirely talk about de-professionalization. Also features of professionalization and signs of reconfiguration of the profession are visible. The thesis illustrates that the profession of leisure-time pedagogue is being reshaped and that the leisure-time pedagogues’ professional identity can be understood in different ways. The thesis also illustrates how a core of traditional knowledge base stands out as central for most of the professionals in the various professional identities that are found. The differences that are found are related to the local governance of schools’ organisation; to what extent the leisure-time pedagogues’ work is placed in the compulsory school day; and how strong the leisure-time pedagogues’ collective base is in the school unit.

Leisure is part of our everyday lives. His name makes us feel comfortable. We introduce a space that is designed only to us, we can devote to activities that interest us, while the rest. The current development allows the development of leisure activities, which can be paid. Emerging leisure facilities, which are mediated by different menu of activities from which each selects just the area that satisfies him, calming and fulfilling. The aim of this work is to map the problem of free time, 1st degree students of primary schools and offer a variety of leisure activities, which pupils can take. In the theoretical part of the converged, leisure and recreational activities for their problems and opinions of various authors on them. Closer look at the distribution activity, according to the content of activities and institutions providing leisure activities. The practical part of the surveyed range of leisure activities in selected institutions through questionnaires received by the directors of these institutions. The survey will also focus on parents' views and satisfaction with these offerings, which also received questionnaires.

The thesis deals with leisure time in families with pre-school children in the region of the city Pelhřimov. It desribes conception of the leisure time in families with one or more children. The theoretic part talks about family, follows up its meanings and functions in human life. There is a short description of development of the family in modern time and some specifics of the families with younger preschool children too. Then there are desribed relationships in family (depending on the number of children in the family) and an intergenerational learning process. The next section is devoted to leisure time and its role in human life. We will find there a definition of a leisure time, a brief look at the historical evolution of this phenomenon in modern time and some of its specifics in contemporary family life. The work next deals with some socio-psychological characteristics of younger pre-school children with regard for leisure time. There are written some characteristics of the Pelhřimov?s region related to leisure time. The researching part of the work describes how the conception of the leisure time looks in the family of younger pre-school children in the Pelhřimov?s region. It highlights some of the differences in the conception among families with one or more children too. In a selected population sample survey was carried out using semi-structured interviews. They were then processed using a triple-coding grounded theory.