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Introduction: In recent years, the concept of physical literacy (PL) has gained interest worldwide. Yet, only a few interventions targeting PL exist on a global scale. A promising theory-based and nationally tested intervention, Youth-Physical Activity Towards Health (Y-PATH), has proven to be effective in improving children and adolescents’ physical activity levels and motor skills in Ireland. Aim: Using this protocol we aim to context-adapt the Irish Y-PATH into an intervention that works through the schools in Denmark and targets PL among pupils in 4th and 5th grades. Methods and analysis: We apply a stepwise approach to intervention adaptation, inspired by the Medical Research Council’s guidance for developing complex interventions as well as the ‘consensus informed guidance for adapting interventions to achieve a good fit between the intervention and context’ (ADAPT) process model and its principles and actions outlined by Graham Moore and colleagues. First, we combine evidence synthesis with stakeholders and researchers’ engagement to identify relevant and tentative adaptations and to understand barriers and enablers to the promotion of physical literacy in school-based interventions. Next, we further adjust and improve our intervention adaptation ideas by collecting detailed data through interviews with purposively sampled stakeholders and pre-pilot tests of selected prototypes of materials in a ‘real-world’ setting. Finally, we clarify the intervention adaptations – its components, materials, and content – in a discussion with purposively sampled stakeholders, and finally, we test the study design. Expected results and outcomes: A Danish version of the Y-PATH intervention, ready for feasibility testing within a Danish context, and a TIDieR intervention description checklist suitable for testing and further refinement in a feasibility study. The process will further increase our knowledge and understanding of the Danish school context as well as the teacher and pupil’s needs for an intervention promoting PL.

Background Physical activity (PA) is an important factor contributing to general health. PA declines rapidly during tween years (9-12 years) when children's social world changes. During tween years, children's self-consciousness develops and their focus on social status, friendships, and appearance increase. It is therefore important to consider how to motivate tween's to be physically active. School playgrounds can contribute substantially to children's PA and are considered key contexts for children to be physically and socially active. Despite the potential of school playgrounds, little is known about how to motivate tweens to use school playgrounds. Use of motivational theories in health research has increased rapidly in the last 20 years and the Self-Determination Theory has been used to conceptualize and analyze motivation. Using the three basic psychological needs (autonomy, competence, and relatedness) proposed by the Self-Determination Theory, this qualitative study aimed to investigate how school playgrounds can support tweens to enhance their autonomous motivation for PA on school playgrounds. Methods We interviewed 56 tweens in focus group go-along interviews in their school playground. Results We found that playgrounds could support each of the three basic psychological needs. School playgrounds supported the need for autonomy when the tweens could freely choose from different play equipment pieces. Furthermore, playgrounds should provide enough space to avoid noisy areas and congestion. To support competence, playgrounds should facilitate challenges at different levels, enabling the tweens to practice and experience task mastery. These challenges should contain an element of risk where the tweens can experience a high degree of competence. Playgrounds provide a unique possibility for making and strengthening social bonds. To support relatedness, playgrounds should include areas to hang out and talk with friends of a similar age. Conclusion This research highlighted the importance of incorporating tweens' perspectives in playground design to attract and retain them in play and PA in school playgrounds.

Teacher self-efficacy (TSE) is the term used for teachers’ beliefs about their capacity to positively influence students’ learning and social environment. How TSE influences incidences of teacher burnout and student academic achievement has been the focus of previous research. Studies investigating the associations between TSE and socio-demographic characteristics are sparse, and little is known about the possible effects of school-based interventions on TSE. In order to address these areas of research, the aims of this study were twofold. First, the study examined associations between TSE and a) teachers’ socio-demographic characteristics, and b) student’s school-related well-being. Secondly, we investigated the effect of a school-based angermanagement intervention, the Mini-Diamond, on TSE. Students from grades 0 to 2 and their teachers, from all schools in two Danish municipalities, participated in the study. Teachers completed two questionnaires, including the Danish version of the Teacher Self-Efficacy Scale and a questionnaire on socio-demographic characteristics. All students filled out a school well-being questionnaire. The questionnaires were completed prior to and after the intervention. Positive associations were found between TSE and teachers’ age, showing that the older the teacher, the higher the TSE. Furthermore, positive associations between TSE and years of experience, as well as TSE and students’ school connectedness, were found. No effects were found of the school intervention on TSE.

Well-being is considered a prerequisite for a number of outcomes, including academic achievement, and yet research reporting on the association between well-being and academic achievement yields ambiguous results. A systematic review into this association, in accordance with PRISMA guidelines was conducted in PubMed and PsycINFO from June to September 2017. Title, abstract, and full text were screened by two independent raters, and 22 articles were eligible. Results were inconsistent, reporting both positive association, no association or conflicting results. Studies reporting positive association were primarily cross-sectional, focused on relational aspects of well-being and on younger children, and used parent or teacher-ratings in addition to self-report. The conflicting studies indicated a need for future research into more specific aspects of well-being and academic achievement, preferably using longitudinal study designs.