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Kristén, L., Nyholm, M. & Lydell, M. (2023). Children with neurodevelopmental disorder participating in an intervention -physical activity on prescription (PAP): parent's reasoning about their children's participation in sport. European Journal of Adapted Physical Activity, 16, 1-17
Open this publication in new window or tab >>Children with neurodevelopmental disorder participating in an intervention -physical activity on prescription (PAP): parent's reasoning about their children's participation in sport
2023 (English)In: European Journal of Adapted Physical Activity, E-ISSN 1803-3857, Vol. 16, p. 1-17Article in journal (Refereed) Published
Abstract [en]

Children with disabilities engage less in physical activity and sports during their spare time compared to their peers without disabilities. Modern sports, contextual factors, and parents’ fear of discrimination have been discussed as barriers to participation. The aim of this study is to describe parents’ experiences of their child with neurodevelopmental disorders (NDD) participating in a PAP intervention. The intervention involved a Child and Adolescent Psychiatry outpatient clinic (CAP), the Regional Sport Federation, and local sport clubs in the southwestern region of Sweden. A sample of 13 parents took part in semi-structured interviews, and qualitative content analysis was used for data analysis. The analysis resulted in three main categories, including sub-categories. By being part of a collaboration, the parents experienced two different worlds coming together, the CAP and the sport world, and they were also aware of the collaboration’s organisation and need for resources. In growing with sports, the parents described that treating the children with respect involved learning sports from the child’s condition and creating a social space for them. Regarding individual motivation for participating in sports, the parents expressed that the children felt proud to be part of the PAP intervention and experienced a sense of belonging in the group with the other children. The study highlights perspectives for developing sports for all in local sport clubs and improving sports as part of the CAP care for children with NDD. © 2023 by the authors.

Place, publisher, year, edition, pages
Olomouc: European Federation of Adapted Physical Activity, 2023
Keywords
Child and Adolescent Psychiatry outpatient clinic, collaboration, disability, qualitative method, sports
National Category
Health Sciences
Research subject
Health Innovation, M4HP
Identifiers
urn:nbn:se:hh:diva-52351 (URN)10.5507/euj.2022.009 (DOI)
Funder
Region Halland, 25171507
Available from: 2024-01-03 Created: 2024-01-03 Last updated: 2024-01-12Bibliographically approved
Lindgren, E.-C., Källstrand Eriksson, J., Alftberg, Å., Johansson, P., Kristén, L., Håman, L., . . . Carlsson, I.-M. (2023). Empowerment-Based Physical Activity Intervention for People with Advanced Dry Age-Related Macular Degeneration: Mixed-Methods Protocol. International Journal of Environmental Research and Public Health, 20(1), Article ID 643.
Open this publication in new window or tab >>Empowerment-Based Physical Activity Intervention for People with Advanced Dry Age-Related Macular Degeneration: Mixed-Methods Protocol
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2023 (English)In: International Journal of Environmental Research and Public Health, ISSN 1661-7827, E-ISSN 1660-4601, Vol. 20, no 1, article id 643Article in journal (Refereed) Published
Abstract [en]

Age-related macular degeneration (AMD) is the most common cause of incurable visual impairment and impacts daily life. These impacts include loss of social activities, decreased functional independence, and reduced physical activity. This protocol aims to describe a prospective, mixed-methodology for studying a population with AMD before, during, and after an empowerment-based physical activity intervention (EPI). A study framework was also developed for EPI. The intervention will include 20 older individuals (age 65+ years) with AMD recruited in Sweden. The intervention period is six months and comprises adapted physical activity and social activities in a group twice a week and individual health coaching on three occasions. The quantitative pre-test and three follow-ups include physical functional tests, an accelerometer that monitors physical activity continuously for one week, and questionnaires. Individual and focus-group interviews and ethnographic observations will explore the experience of living with AMD and what it means to participate in the EPI for individuals with AMD. The chosen methodology offers a structured way for researchers to explore the experiences and factors that may provide insights into the potential of creative supervised, adapted physical activity in groups, health coaching, and socialising that are significant to enable well-being among older individuals with AMD. © 2022 by the authors.

Place, publisher, year, edition, pages
Basel: MDPI, 2023
Keywords
adapted physical activity, age-related macular degeneration, empowerment, intervention, mixed methods
National Category
Occupational Therapy
Identifiers
urn:nbn:se:hh:diva-49858 (URN)10.3390/ijerph20010643 (DOI)000908924400001 ()36612963 (PubMedID)2-s2.0-85145689643 (Scopus ID)
Available from: 2023-01-26 Created: 2023-01-26 Last updated: 2023-01-26Bibliographically approved
Klemedtson, A., Börjesson, A., Hertting, K., Kristén, L. & Sjögren, L. (2023). ‘I Think It’s Cool That You Can Go from Thinking That Exercising Is No Fun at All to Actually Kind of Loving It.’: Experiences of Long-Term Regular Participation in Physical Activity in Adolescents Who Have or Have Had Obesity. Physical Activity and Health, 7(1), 270-280
Open this publication in new window or tab >>‘I Think It’s Cool That You Can Go from Thinking That Exercising Is No Fun at All to Actually Kind of Loving It.’: Experiences of Long-Term Regular Participation in Physical Activity in Adolescents Who Have or Have Had Obesity
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2023 (English)In: Physical Activity and Health, E-ISSN 2515-2270, Vol. 7, no 1, p. 270-280Article in journal (Refereed) Published
Abstract [en]

Introduction: Childhood obesity is associated with cardiometabolic and psychosocial comorbidity, weight stigma, and premature adult mortality. Physical activity provides many health benefits for adolescents with obesity.

Aim: The purpose of this study was to explore what experiences adolescents who have or have had obesity between 13–18 years of age have from long-term participation in regular physical activity in a lifestyle intervention.

Method: Semi-structured interviews were performed with nine adolescents (five girls, four boys) ages 13–18 years who had been participating in physical activity in a regular way in this intervention. They had been participating for one to six years (average 2.8 years). Qualitative content analysis with an inductive approach was used to analyse the data.

Result: The adolescent’s experiences of regular physical activity in this intervention was divided into three categories: 1) to experience the joy of movement; 2) to experience influence of the group; 3) to experience personal development. An inclusive and accepting group increased positive feelings of participation and they experienced that they achieved weight loss, improved self-esteem, and generally felt better when they started to be physically active.

Conclusion: When adolescents who have or have had obesity are given the proper circumstances for physical activity, they experience it as fun and self-developing. It is important for adolescents to be allowed to be with friends with similar experiences and be among individuals they feel comfortable with and connected to. © 2023 The Author(s).

Place, publisher, year, edition, pages
London: Ubiquity Press, 2023
Keywords
adolescent obesity, physical activity, health, motivation, sport
National Category
Sport and Fitness Sciences
Research subject
Health Innovation, M4HP - Movement for health and performance
Identifiers
urn:nbn:se:hh:diva-51656 (URN)10.5334/paah.273 (DOI)2-s2.0-85173141347 (Scopus ID)
Available from: 2023-09-19 Created: 2023-09-19 Last updated: 2023-11-24Bibliographically approved
Tideman, M., Kristén, L. & Szönyi, K. (2023). The preparation for entry into adulthood - supported decision-making in upper secondary school for students with intellectual disability. European Journal of Special Needs Education, 38(2), 155-167
Open this publication in new window or tab >>The preparation for entry into adulthood - supported decision-making in upper secondary school for students with intellectual disability
2023 (English)In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 38, no 2, p. 155-167Article in journal (Refereed) Published
Abstract [en]

The upper secondary school for individuals with intellectual disability should prepare for an adult life as an active citizen with great self-determination and participation in democratic decision-making processes. The extent to which and in what way the schools work to prepare the students and develop their skills are likely of great importance for the students’ adult life. The purpose of the study was to increase the knowledge of how students with intellectual disability in Sweden are prepared for adulthood, with special focus on self-determination. Case studies on three schools were carried out through observations of decision-making processes and interviews with students and staff. The main findings consist of three different approaches to self-determination for students with intellectual disability: ‘Targeted and Conscious’, ‘Forward with Uncertainty’ and ‘Braking and Protecting’. Increased knowledge about, and analyses of, the processes that take place when young people with reduced decision-making capacity, due to intellectual disability, make decisions with the support of others are important. Implications underline the need to strengthen the awareness, knowledge and support of school staff when it comes to strengthening students’ decision-making capacity. The students with intellectual disability need to be equipped for a society where they as adults will be surrounded by choices and expectations of making decisions. © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Place, publisher, year, edition, pages
Abingdon: Routledge, 2023
Keywords
Active citizen, intellectual disability, self-determination, supported decision-making, upper secondary school
National Category
Didactics
Identifiers
urn:nbn:se:hh:diva-46498 (URN)10.1080/08856257.2022.2045814 (DOI)000761501800001 ()2-s2.0-85125938119 (Scopus ID)
Note

Funding: Stiftelsen Sävstaholm under Grant number ST 2015-040

Available from: 2022-03-21 Created: 2022-03-21 Last updated: 2023-04-19Bibliographically approved
Lydell, M., Kristén, L. & Nyholm, M. (2022). Health promotion partnership to promote physical activity in Swedish children with ASD and ADHD. Health Promotion International, 37(6), 1-9
Open this publication in new window or tab >>Health promotion partnership to promote physical activity in Swedish children with ASD and ADHD
2022 (English)In: Health Promotion International, ISSN 0957-4824, E-ISSN 1460-2245, Vol. 37, no 6, p. 1-9Article in journal (Refereed) Published
Abstract [en]

Children with autism spectrum disorder (ASD) or attention-deficit/hyperactivity disorder (ADHD) have a higher risk of inactivity, and efforts to promote physical activity among this population have been limited. Physical activity on prescription (PAP) may be a suitable tool for motivating participation in physical activity among children with these diagnoses. However, PAP calls for synergy and partnership between health care and other sectors of the community. The aim of this study was to describe a health promotion partnership for physical activity targeting children with ASD or ADHD. Data were obtained through individual interviews with professionals at CAP (n = 11) and three focus-group interviews with coaches from local sports clubs. We used the Bergen Model of Collaborative Functioning as the theoretical framework and used qualitative content analysis as the method of analysis to study partnerships between professionals from the Child and Adolescent Psychiatry outpatient clinic (CAP) and coaches from local sport clubs. The findings demonstrate that the partnerships included both positive and negative processes. Although the two partners shared values regarding the project, such as working for a good cause for the children and seeing the potential in the collaboration, there were doubts about sharing common resources and uncertainties about the sustainability of the PAP project. Challenges remain and further research is needed into developing, monitoring and evaluating health promotion partnerships when promoting physical activity for all. © The Author(s) 2022. Published by Oxford University Press.

Place, publisher, year, edition, pages
Oxford: Oxford University Press, 2022
Keywords
children with ASD and ADHD, health promotion partnership, physical activity, qualitative methods
National Category
Psychiatry
Identifiers
urn:nbn:se:hh:diva-49080 (URN)10.1093/heapro/daac169 (DOI)000897084000001 ()36515367 (PubMedID)2-s2.0-85144114667 (Scopus ID)
Available from: 2023-01-02 Created: 2023-01-02 Last updated: 2023-01-12Bibliographically approved
Roth, K., MacDonald, C. & Kristén, L. (2022). Self-Determination in Relation to Self-Advocacy in Physical Education and Health Education (1ed.). In: Ruth Childs; Lauren J. Lieberman; Mary Connolly (Ed.), Infusing Self-advocacy into Physical Education and Health Education: (pp. 23-30). Burlington, MA: Jones and Bartlett Publishers
Open this publication in new window or tab >>Self-Determination in Relation to Self-Advocacy in Physical Education and Health Education
2022 (English)In: Infusing Self-advocacy into Physical Education and Health Education / [ed] Ruth Childs; Lauren J. Lieberman; Mary Connolly, Burlington, MA: Jones and Bartlett Publishers, 2022, 1, p. 23-30Chapter in book (Refereed)
Abstract [en]

CHAPTER OBJECTIVES

• Describe the three components of self-determination.

• Identify classroom application of the principles of self-determination theory.

• Link the Universal Design for Learning framework to self-determination.

• Describe the relationship between self-determination and self-advocacy.

Place, publisher, year, edition, pages
Burlington, MA: Jones and Bartlett Publishers, 2022 Edition: 1
Keywords
Autonomy, Relatedness, Competence, Self-advocacy, Motivation, Self-determination, Self-efficacy, Universal Design for Learning
National Category
Social Sciences Interdisciplinary
Research subject
Health Innovation, M4HP
Identifiers
urn:nbn:se:hh:diva-52524 (URN)9781284264586 (ISBN)
Available from: 2024-02-01 Created: 2024-02-01 Last updated: 2024-02-01Bibliographically approved
Kristén, L., Klingvall, B. & Ring, M. (2022). The co-development of inclusive tools in physical education for pupils with and without disabilities. Sport in Society: Cultures, Media, Politics, Commerce, 25(5), 1000-1016
Open this publication in new window or tab >>The co-development of inclusive tools in physical education for pupils with and without disabilities
2022 (English)In: Sport in Society: Cultures, Media, Politics, Commerce, ISSN 1743-0437, E-ISSN 1743-0445, Vol. 25, no 5, p. 1000-1016Article in journal (Refereed) Published
Abstract [en]

The development of inclusive tools for Physical Education (PE) is often conducted without involving children as co-developers or viewing education as consisting of heterogeneous target groups, not as individuals with different needs, such as disability. This study forms part of a larger project on innovations from a norm-critical perspective on tools for PE with children and companies as co-producers. The particular focus of this study is to test and evaluate a prototype from a child’s perspective, with the specific aim of investigating how participation, inclusion and learning are described in the use and development of a new sports tool in the subject of PE at three schools in Halland, Sweden. The study uses qualitative methods such as interviews, films and participant observations using an intervention approach.

The results of the study show that participation and inclusion play an important role in developing and using tools in PE. The study also suggests that participation and inclusion may enhance learning in the development and creative use in classes in which it was necessary for the children to manage challenges and obstacles. © 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Place, publisher, year, edition, pages
Abingdon: Routledge, 2022
Keywords
Children, disabilities, inclusion, learning, norms, participation
National Category
Other Social Sciences
Identifiers
urn:nbn:se:hh:diva-43280 (URN)10.1080/17430437.2020.1819243 (DOI)000572263600001 ()2-s2.0-85091727234 (Scopus ID)
Funder
Vinnova, 2015-03866
Available from: 2020-10-15 Created: 2020-10-15 Last updated: 2022-06-07Bibliographically approved
Kristén, L. (2020). Beteendeförändrande tekniker för att öka fysisk aktivitet vid fysisk funktionsnedsättning: SBU KOMMENTERAR • RAPPORT 2020_05/2020. Stockholm: Statens beredning för medicinsk och social utvärdering
Open this publication in new window or tab >>Beteendeförändrande tekniker för att öka fysisk aktivitet vid fysisk funktionsnedsättning: SBU KOMMENTERAR • RAPPORT 2020_05/2020
2020 (Swedish)Report (Refereed)
Abstract [sv]

SBU:s sammanfattning

Beteende​förändrande tekniker kan öka fysisk akti​vitet för personer med fysiska funktions​ned​sätt​ningar. Effekten är större för aktivi​teter som bygger på eller testar en specifik teori och som använder åter​koppling och själv​monito​rering. Det gick inte att se några skill​nader som berodde på olika typer av funktions​ned​sätt​ningar, vem som ledde träningen, om den skedde indi​viduellt eller i grupp eller om BCT levere​rades ansikte mot ansikte eller med hjälp av telefon eller dator. Flera eller mer inten​siva beteende​föränd​rande tekniker innebar inte bättre effekt.

Place, publisher, year, edition, pages
Stockholm: Statens beredning för medicinsk och social utvärdering, 2020. p. 8
Series
SBU-rapport, ISSN 1400-1403 ; 2020_05/2020
National Category
Other Social Sciences
Identifiers
urn:nbn:se:hh:diva-43282 (URN)
Available from: 2020-10-15 Created: 2020-10-15 Last updated: 2020-10-19Bibliographically approved
Kristén, L., Klingvall, B. & Ring, M. (2019). Co-developing inclusive tools in Physical Education (PE) for all pupils in school. In: HEPA Europe, 28-30 August 2019, Odense, Denmark: Abstract Book. Paper presented at 15th annual meeting and 10th conference of HEPA Europe (HEPA 2019), Odense, Denmark, August 28-30, 2019 (pp. 95-95). Odense (1)
Open this publication in new window or tab >>Co-developing inclusive tools in Physical Education (PE) for all pupils in school
2019 (English)In: HEPA Europe, 28-30 August 2019, Odense, Denmark: Abstract Book, Odense, 2019, no 1, p. 95-95Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Purpose: The purpose was to test and evaluate a prototype from a child’s perspective, with the specific aim to investigate how participation, inclusion, learning are expressed in the use and development of various new sports tools in the subject of PE at three schools in southwest Sweden. Development of inclusive tools for PE is often conducted without involving children as co-developers or viewing education as consisting of a heterogenous target groups, such as children with disabilities. The study is a part of a larger project on innovations from a norm-critical perspective on tools for PE with children both with and without disabilities and companies as co-producers.

Methods: The study uses qualitative methods such as interviews, films and participant observations with an intervention approach. The study was carried out at 3 elementary schools in south-west Sweden with approximately 15-20 children with and without disabilities, a total of about 60 children aged between 10 and 15.

Results: The results show that participation and inclusion play an important role developing and using tools in PE. The study also suggests that participation and inclusion may enhance learning, within the development and creative use in classes where challenges and obstacles were necessary to be dealt with by the children.

Conclusions: The children gave development proposals and different perspectives on inclusion. Teachers need also some tools to guide the students how to reflect on different actions in PE for all. The students was given an opportunity to reflect about training and norms, and these discussions gave us important knowledge about their needs. The childrens voices were important for researchers and entrepreneurs to develop the ability to think in new ways. Belonging and togetherness among pupils and teachers during PE lessons contributed to adapting the PE material to everyone's needs and conditions.

Place, publisher, year, edition, pages
Odense: , 2019
National Category
Pedagogical Work
Identifiers
urn:nbn:se:hh:diva-41025 (URN)
Conference
15th annual meeting and 10th conference of HEPA Europe (HEPA 2019), Odense, Denmark, August 28-30, 2019
Funder
Vinnova, 2015-03866
Available from: 2019-11-24 Created: 2019-11-24 Last updated: 2019-12-06Bibliographically approved
Ziegert, K., Karlsson, S., Kristén, L. & Ivarsson, A. (2019). Dancing Together for Social Sustainability from a Life Course Perspective - Integrating Children and Senior Citizens in Action Research Project. In: : . Paper presented at IAGG-ER 2019, International Association of Gerontology, Gothenburg, Sweden, 23rd - 25th May, 2019.
Open this publication in new window or tab >>Dancing Together for Social Sustainability from a Life Course Perspective - Integrating Children and Senior Citizens in Action Research Project
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This project has its starting-point in dance project with children and senior citizens. Children and senior citizen have their own health challenges. The Swedish culture does not encourage intergenerational activities in organizations and communities. Intergenerational contacts are in many terms referred to within families, except certain environments such as the educational institutions. Especially, the intergenerational contacts between children and senior citizens are neglected as an important factor in promoting knowledge and health in society. It does not need to be questioned, that both knowledge and health contributes to the sustainability in society. If individuals from different generations have the opportunity to exercise physical activities together, it is likely that it generates positive values for social sustainability. Social constructivism combined with a life course perspective is the fundamental theoretical standpoint for this project.  We will explain the complex matter of how theses processes of “constructed realities” are accomplish before approaching the central ideas of social constructivism in relation to our project.

The overall aim was to understand the knowledge of the social value of intergenerational physical activities, and how different age groups communicate their experiences in a life course perspective. There were many things we could learn in a life course perspective through activities among children and senior citizens, and how we could make use of this knowledge for implementations for social sustainability in general. This study included a three-stage process qualitative data from 48 stakeholders describing in individuals diaries about daily exercise, collected during one and a half year, with focus groups interviews with 24 children and 24 senior citizens. The third stage dancing activities was conducted, and follow up interviews with both participants. The thematic analysis was used emerge the results. We found a common joy for both children and senior citizens when performing the physical activities. Women believed physical activities improved their inclusion and social networks. The men found that the physical activities improved their wellbeing and health.

National Category
Other Health Sciences
Identifiers
urn:nbn:se:hh:diva-39502 (URN)
Conference
IAGG-ER 2019, International Association of Gerontology, Gothenburg, Sweden, 23rd - 25th May, 2019
Available from: 2019-05-28 Created: 2019-05-28 Last updated: 2020-01-09Bibliographically approved
Projects
Open norm critical innovation for relational inclusion (ONCIRI) [2015-03866_Vinnova]; Halmstad University
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-9192-6949

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