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Background: The application of a social theory of learning and the notion of situated learning as a theoretical basis for understanding students' learning in PE is broadly recognised. Nevertheless, it is far more unusual for this theoretical approach to provide a basis for understanding learning processes in talent development in elite sport. Purpose: The purpose is to explore talent development and skill learning in youth elite football as a situated activity in a highly specialised community of practice (CoP) shared by talented male under-18 football players. From a social theory of learning perspective we seek to identify how the football player's ability to stay in elite football probably is influenced by the construction of the social practices in a football community of practice. Participants and setting: The research took the form of a case study of the best under-18 team from two Danish football clubs. Both teams competed in the best Danish tournament series and trained 16-20 hours a week. Data collection: Data were collected from participant observation and formal as well as informal interviews with four selected football players. The participant observations took place every day for three weeks at each club, and were performed as a "moderate participant", who observed day-to-day training, acted as an assistant coach, acted as a player in some exercises, and observed matches and other activities. Data analysis: The analysis of data was inspired by an ethnographical approach that involves a step-wise shift from data collection, analysis and description to write-up and theory, and an interpretive naturalistic approach. Findings: On the basis of observed differences in the organisation of the players' mutual relations, we established a categorisation of the two communities of practice into (1) a Small group and Position-specific based Community of Practice (SgPCoP), and (2) a Team based Community of Practice (TbCoP). The organisation influenced the ways in which players participated in the CoP, i.e. how their learning trajectories evolve in the community. The SgPCoP, rather than the TbCoP, created opportunities for players to "play upwards", mirror older players, and the feeling of being recognised by the coach. Conclusions: Due to the organisation of the training sessions, peripheral players in the SgPCoP experienced inbound learning trajectories, i.e. training-inclusion and multimembership, and assumed ownership of their long-term development as football players. This was only the case to a lesser extent in the TbCoP. (Contains 1 note.)

Today's young semi-professional football players are expected to continue their education while honing their talents as footballers. This means they must balance the contradictory demands that come from their education establishments and their football clubs. The present study explores how young Danish male football talents experience and describe these different forces in their life space (Lewin, 1951). Data for the study are gathered using a narrative and qualitative approach, including four focus group interviews with 25 footballers aged 15-19, followed by individual qualitative interviews with eight of the footballers. The elite football culture has an almost magnetic attraction for the young footballers in the study. Even if the espoused value (Schein, 1990) of a good set of academic qualifications does not entirely measure up to this, the insistence from the outside world on the importance of completing one's education is manifest and associated with significant personal concerns, lower examinations results, stress, drop-out and mental breakdown. (Contains 1 figure.)

This article describes the EGO-TRAP project in which students' visits to the Experimentarium science centre in Copenhagen, Denmark, are structured via their mobile phones. EGO-TRAP, so called because it engages visitors in a personal investigation, has been developed with the aim of creating a structured learning experience for children visiting the Experimentarium. It is designed as a virtual extension of the interactive exhibits at the centre. Although initially directed at young people from high schools in Denmark, a version for primary school children is now being developed. EGO-TRAP uses features often found in computer games and applies them to the concrete physical environment of the science centre. The mobile phone was chosen as the vehicle for creating an interactive story at the science centre because, among other things, mobile phones have the capacity to organise information.

It is a matter of debate whether 1 universal standard, such as the International Fetal and Newborn Growth Consortium for the 21st Century standard, can be applied to all populations. The primary objective was to establish a Danish newborn standard based on the criteria of the International Fetal and Newborn Growth Consortium for the 21st Century standard to compare the percentiles of these 2 standards. A secondary objective was to compare the prevalence and risk of fetal and neonatal deaths related to small for gestational age defined by the 2 standards when used in the Danish reference population. This was a register-based nationwide cohort study. The Danish reference population included 375,318 singletons born at 33 to 42 weeks of gestation in Denmark between January 1, 2008, and December 31, 2015. The Danish standard cohort included 37,811 newborns who fulfilled the criteria of the International Fetal and Newborn Growth Consortium for the 21st Century standard. Birthweight percentiles were estimated using smoothed quantiles for each gestational week. The outcomes included birthweight percentiles, small for gestational age (defined as a birthweight of 3rd percentile), and adverse outcomes (defined as either fetal or neonatal death). At all gestational ages, the Danish standard median birthweights at term were higher than the International Fetal and Newborn Growth Consortium for the 21st Century standard median birthweights: 295g for females and 320 g for males. Therefore, the estimates of the prevalence rate of small for gestational age within the entire population were different: 3.9% (n=14,698) using the Danish standard vs 0.7% (n=2640) using the International Fetal and Newborn Growth Consortium for the 21st Century standard. Accordingly, the relative risk of fetal and neonatal deaths among small-for-gestational-age fetuses differed by SGA status defined by the different standards (4.4 [Danish standard] vs 9.6 [International Fetal and Newborn Growth Consortium for the 21st Century standard]). Our finding did not support the hypothesis that 1 universal standard birthweight curve can be applied to all populations. [ABSTRACT FROM AUTHOR]