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The aim was to investigate concurrent changes in accelerometer-measured total physical activity (TPA), moderate-to-vigorous physical activity (MVPA) and sedentary time, and changes in self-rated health across the retirement transition. Data from two longitudinal studies was pooled: the Swedish Retirement Study (SRS) and the Finnish Retirement and Aging (FIREA) study that used similar methods. Data from three waves (each approximately 12 months apart) was included: one pre-retirement (wave 1, W-1) and two post-retirement follow-ups (W-2 and W-3). In total, 245 participants (27% men, mean age 64 years at W-1) were included. Thigh-worn accelerometers were used to collect data for TPA, MVPA and sedentary time at W-1 and W-2 and processed through ActiPASS and harmonized for time spent in different physical activity intensities. To be included in the analyses, a minimum of 4 days with at least 10 hours of accelerometer wear time during waking hours at both W-1 and W-2 was required. Questionnaires were used to collect data for self-rated health at W-1, W-2, and W-3. Ordinal regression models showed that 10 more minutes of MVPA at W-1 was significantly associated with higher odds of reporting better self-rated health at W-1 (OR: 1.12 [1.02-1.22]) in non-manual workers only. The association between MVPA and self-rated health was non-significant in the fully adjusted models. No significant associations were observed between changes in TPA, MVPA or sedentary time during retirement transition, and self-rated health at post-retirement follow-ups. In conclusion, this study showed a significant cross-sectional association between MVPA and better self-rated health before retirement.

This study analyses the relationship between the physical education (PE) curriculum in secondary education in Spain and the Sustainable Development Goals (SDGs). The Physical education curriculum of compulsory secondary education, as well as the complementary materials, were analysed through document analysis. Although there is no explicit relationship, the analysis reveals links between curricular elements and SDGs targets, particularly with SDG 4 (Quality Education), 3 (Health and Well-being), and 5 (Gender Equality). Other SDGs, such as 10 (Reducing Inequalities) and 12 (Responsible Consumption), are less related. The social dimension of sustainable development is most closely linked to PE. A historical analysis of the treatment of sustainable development in PE curricula in Spain is also presented, examining how they have evolved over time. The manuscript helps clarify how teachers and researchers can mobilize competencies to address global challenges in students’ lives as individuals and world citizens, fostering commitment and social responsibility. Furthermore, this work highlights the importance of integrating the SDGs into education and how PE can be a key tool in this process.

Introduction: Teachers have a vital role in educating and empowering students to become informed and active agents of change in promoting sustainable development (SD). Little is known what PE teachers teach about SD. The aim of the present study was to explore what certified compulsory school and upper-secondary school physical education (PE) teachers in Sweden teach about SD within their practice. Methods: An online survey was used to collect data about background information and what the PE teachers had taught about SD in PE. Data from 653 PE teachers was used and the teaching examples were analyzed through thematic analysis. Results: The analysis resulted in eight themes: Equality, inclusion, and norms, Exploring the local environment, Outdoor education and care of nature, Interdisciplinary projects, Picking waste and recycling, Sustainable bodies, Sustainable lifestyles, health and well-being, and Sustainable use of products and consumption. Discussion: The findings suggest that PE can have distinct subject-specific contribution to aspects of the SD agenda, but also a role to empower students of how movement, exercise, and sport can be embedded within a broader ecological perspective. Furthermore, the described themes may open for research about what competences that are particularly relevant for PE teachers in the context of SD.

This Personal View presents recommendations aimed at integrating planetary health into various stages of education, which are simple but effective, and designed with teachers in training and those who have not yet considered how to incorporate UNESCO's Education for Sustainable Development into their teaching practice. However, the constantly evolving nature of the Education for Sustainable Development programme must be recognised, and the importance of being able to adapt teaching methods to meet the changing needs of students as they progress through their educational journey should be highlighted. Therefore, this Personal View considers the cognitive, social, and ethical evolution of students and offers specific recommendations for preschool, primary, secondary, and university education levels. We recommend that educators should focus on teaching students to critically evaluate data on sustainability and to develop innovative solutions to environmental challenges. We also highlight the importance of incorporating practical projects, using active methods that promote skills related to caring for the planet, or the importance of situated learning that attends to the particularities of each context. In this way, students can develop skills and values that contribute to a more sustainable future. The recommendations made here aim to provide educators and researchers with simple but effective ways to integrate planetary health into education.

Purpose: The COVID-19 pandemic has had an impact on daily life around the world though in Sweden the restrictions have been rather mild. The aim is to explore whether the pandemic has led to changes in physical activity (PA) patterns, including sedentary time, Light Physical Activity (LiPA) and Moderate-to-Vigorous-Physical Activity (MVPA) during weekdays and weekends, as well as screen time and sleep. The potential predictors explored include gender, parental education, anthropometrics, and cardiovascular fitness (CVF). Methods: Data were collected in the fall of 2019 and the spring of 2021. The participants were 13-14 years-old at baseline and lived in the Stockholm area. In total 585 participated at both baseline and follow-up. PA and sedentary time were measured with accelerometers and sleep and screen time with questionnaires at baseline and follow-up. The exposure variables were collected at baseline: gender and parental education via questionnaire, anthropometrics (BMI and body fat percentage measured with standard methods by researchers) and CVF with a submaximal test. Multilevel linear regression analyses were performed. Results: MVPA remained unchanged while LiPA decreased by 25.5 minutes on weekdays and 10.3 minutes on weekends (both p<0.001) and sedentary time increased by 9.4 minutes on weekdays (p=0.023). Sleep duration decreased by 27.4 minutes on weekdays and 19.1 minutes on weekends (both p<0.001) and screentime increased by around 45 minutes both on weekdays and weekends (p<0.001). Girls, adolescents with overweight/obesity (BMI and percent body fat), and those with lower CVF at baseline had less favourable changes in PA patterns, sleep and screen time. Conclusions: Previous self-reported data seems to suggest a decrease in physical activity due to the pandemic; this study only found such changes to be present in the lower intensity levels of physical activity but not in the MVPA. It is possible that more strenuous physical activity is mor, Partners är: IKEA, Kronprinsessparets stiftelse/Generation Pep, Skanska, Coop, KFS.

AIM: The aim of this study was to investigate self-reported physical activity and sedentary behaviour by sex, age and parental education in a large representative sample of Swedish adolescents. METHODS: This study is based on data from the national dietary survey Riksmaten Adolescents that was conducted by the Swedish Food Agency in 2016-2017. In total, 3477 students in grade five (11-12 years), eight (14-15 years), and eleven (17-18 years) were included. A web questionnaire was used to collect information about physical activity and sedentary behaviour. RESULTS: In total, 53% reported active transport to and from school, 93% that they usually participate in the physical education, 76% reported a physically active leisure time, and 66% that they participated in organised physical activities. In addition, 12% and 6% reported two hours or less of screen time on weekdays and weekends, respectively. Participation in physical activity was generally lower among girls, older adolescents and for those from families with low parental education. CONCLUSION: This study provide reference values for self-reported physical activities and sedentary behaviours among adolescents in Sweden. Strategies to increase physical activity and reduce screen time are needed, particularly among girls, older adolescents and among those with low parental education.

AIM: This study investigated objectively measured physical activity and sedentary time by sex, age and socioeconomic status in a large representative sample of Swedish adolescents. METHODS: In this cross-sectional national survey between 2016 and 2017, students aged 11-12, 14-15 and 17-18 years from 131 schools were invited to participate. Physical activity and sedentary time were measured objectively with accelerometers for seven consecutive days. Socioeconomic status (parental education) and country of birth were self-reported in a questionnaire. Weight and height were measured by trained staff. RESULTS: A total of 3477 adolescents participated in the study, and 2419 (73%) had at least 3 days of valid accelerometer data. The results showed that 43% of boys and 23% of girls reached the recommendation of 60 minutes of daily moderate-to-vigorous physical activity. Boys were more physically active than girls in all age groups. Girls with high socioeconomic status were more physically active than girls with low socioeconomic status (P < .001), and this difference was not found in boys. CONCLUSION: The majority of Swedish adolescents did not reach the physical activity recommendation, and boys were more active than girls. Effective strategies to increase physical activity, especially among girls with low socioeconomic status, are urgently needed.

AIM: The aim of this study was to investigate associations between participation in organised physical activity (PA), such as sport and exercise during leisure time, and objectively measured PA and sedentary time in a large representative sample of Swedish adolescents. METHODS: This study was part of the school-based cross-sectional Swedish national dietary survey Riksmaten Adolescents 2016-17. Data from 3477 adolescents aged 11-12, 14-15 and 17-18 years were used in the analyses. Participation in organised PA and parental education were reported in questionnaires. PA and sedentary time were objectively measured through accelerometry during seven consecutive days. RESULTS: Adolescents who participated in organised PA had significantly higher total PA (14%, p<0.001), more time spent on moderate-to-vigorous PA (MVPA) (eight minutes, p<0.001) and had less sedentary time (15 minutes, p<0.001). Those who participated in organised PA were more likely to reach recommended PA levels. Total PA and MVPA did not differ by parental education among those who participated in organised PA. CONCLUSION: Adolescents who participated in organised PA were more physically active, less sedentary and more likely to reach PA recommendations than those who did not.

Background Long outdoor stay may cause hazardous exposure to ultraviolet radiation (UVR) from the sun even at high latitudes as in Sweden (Spring to Autumn). On the other hand, long outdoor stay is a strong predictor of primary school children ' s free mobility involving moderate to vigorous physical activity (MVPA). UV-protective outdoor environments enable long outdoor stay. We investigated the concurrent impact of different school outdoor play settings upon pupils ' sun exposure and levels of physical activity across different ages, genders, and seasons. Method During 1 week each in September, March, and May, UVR exposure and MVPA were measured in pupils aged 7-11 years. Erythemally effective UVR exposure was measured by polysulphone film dosimeters and MVPA by accelerometers. Schoolyard play was recorded on maps, and used areas defined as four play settings (fixed play equipment, paved surfaces, sport fields, and green settings), categorized by season and gender. Results During the academic year, sport fields yielded the highest UVR exposures and generated most time in MVPA. In March, time outdoors and minutes in MVPA dropped and UVR exposures were suberythemal at all play settings. In May, green settings and fixed play equipment close to greenery promoted MVPA and protected from solar overexposure during long outdoor stays. Conclusion More outdoor activities in early spring are recommended. In May, greenery attractive for play could protect against overexposure to UVR and stimulate both girls and boys to vigorous play., Epub 2020

In this paper, we describe and critically reflect on the possibilities and challenges of developing and implementing an empowerment-based school intervention regarding healthy food and physical activity (PA), involving participants from a Swedish multicultural area characterized by low socioeconomic status. The 2-year intervention was continually developed and implemented, as a result of cooperation and shared decision making among researchers and the participants. All 54 participants were seventh graders, and the intervention comprised health coaching, health promotion sessions and a Facebook group. We experienced that participants valued collaborating with peers, and that they took responsibility in codeveloping and implementing the intervention. Participants expressed feeling listened to, being treated with respect and taken seriously. However, we also experienced a number of barriers that challenged our initial intentions of aiding participation and ambition to support empowerment. Moreover, it was challenging to use structured group health coaching and to work with goal-setting in groups of participants with shared, and sometimes competing, goals, wishes and needs related to food and PA. Successful experiences from this intervention was the importance of acquiring a broad and deep understanding of the context and participants, being open to negotiating, as well as adjusting the intervention. © The Author(s) 2019. Published by Oxford University Press. All rights reserved., The study received funding from the Department of Food and Nutrition, and Sport Science at the University of Gothenburg and the Swedish Nutrition Foundation.