This study aimed to explore how teachers at certified sports-oriented upper secondary schools (CSUSS) in Sweden experienced how the COVID-19 pandemic impacted their everyday practice and well-being. Individual in-depth interviews were conducted with 13 teachers (mean age: 44 years) from three CSUSS in southern Sweden. The interviews were analysed using abductive qualitativecontent analysis. The analysis resulted in one overreaching theme, ‘Making sense of changes in everyday practice and dealing with a changing world’, illuminating how the COVID-19 pandemic has impacted teachers. The teachers described the first lockdown as an initial shock that brought about changes in their workload and daily routines. The second lockdown was generally easier to handle, but they spent more time on planning and preparations, and had a greater focus on conveying theoretical knowledge and physicaltraining. Throughout the pandemic, they experienced a lack of social interactions; nonetheless, supportive colleagues and schools provided some relief. The teachers also experienced uncertainty regarding constantly changing restrictions; they learned, however, the importance of being flexible and creative in coping with these changes. Thus, the COVID-19 pandemic significantly impacted their everyday practice and well-being. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Background: Age-related macular degeneration (AMD) is the most common cause of incurable visual impairment and impacts daily life. There are benefits of physical activity for people who are affected with AMD; however, living with AMD is associated with lower levels of physical activity and social isolation. The aim of this study was to explore how older people with AMD in Sweden experienced participation in a 6-month empowerment-based physical activity intervention and how it influenced their physical abilities. Methods: The participants were nine individuals with AMD aged 70–87 years. The intervention comprised physical and social activities in a group twice a week and individual health coaching on three occasions. The study was based on an exploratory qualitative case study design. Results: The findings showed two themes: created meaningfulness in life and creative and playful ways to develop body movements. The findings also showed improved muscle strength after the intervention. Conclusions: The findings showed that participants had increased social connectedness, improved physical self-efficacy and physical ability, as well as improved muscle strength. The empowerment process of the intervention was appreciated by the participants and challenged them to participate in physical activity offered by the municipality for older individuals. © 2024 by the authors.

Previous research has shown that feeling engaged in schoolwork is crucial for pupils to achieve, but engagement and motivation decline with age in many countries. To address these issues, we consider it is important that how we conceive learning include opportunities for learning outside the classroom. This study aimed to explore pupils’ experiences of being taught science subjects using outdoor learning, including the learning they achieved. The research was conducted using an ethnographic research design, a useful method for research in this type of environment where a greater understanding of teaching and learning processes is sought, enabling researchers to explore events more deeply. The study took place during one school year and was conducted for pupils in grade 6 in a school on Sweden’s west coast. This study provides unique insights into how these teacher efforts to offer outdoor learning opportunities have improved pupils’ willingness to participate. Likewise, how the pupils have developed knowledge of and used scientific concepts and skills in different contexts became visible when the pupils were allowed to try, explore, be creative, and observe in real life contexts in various places. In addition, the pupils have been given opportunities to ask, discuss and reflect on questions about various phenomena and processes in nature and humans. From the pupils’ point of view, this has contributed to their easier understanding of the content of the science subjects. These results significantly improve science literacy for science subjects in a school context (Holbrook & Rannikmae, 2009). © The Author(s) 2024.

Background: Age-Related Macular Degeneration (AMD) is an eye disease associated with age that causes progressive and irreversible loss of central vision, while the peripheral visual ability remains. The present study explored what it means to live with AMD through the eyes of those living with the condition. Methods: This is an explorative interview study. People who were ≥ 65 years old, living in their own homes, and diagnosed with advanced dry AMD in one or both eyes, causing a visual acuity of no more than 0.3 or worse in the best eye, were invited to participate in the study. The method chosen was the constructivist grounded theory, where reality is seen as fundamentally social and processual and a way of accessing the participants' experiences, thoughts, and feelings. Results: In total, 12 interviews were conducted. Living with dry AMD confronted different problems and challenges. The substantive theory, Perpetuating ability to live life as usual, is characterised by a desire to continue life as usual, which requires an acceptance of the disease's progress, self-acceptance of the new me, and an acceptance that you must live the new life a little more carefully. Moreover, the participants used three strategies to resolve the main concern: 1) Navigating the new normal, 2) Trusting own ability, and 3) Interdepending. Conclusion: Maintaining an everyday life is the primary concern among people with AMD. In supporting self-care, gaining information about the subjective experience to support their everyday living is of the utmost importance. This grounded theory captures valuable knowledge of how the older adults resolved their main concern “you got to keep on” despite their affected vision by “facing the fact” live life as usual since life continues. Our study also gives rise both to implications for research and practice in order to strengthen older people with AMD facing their future challenges. Trial registration: The Swedish Ethical Review Authority (EPN 2021/02877). © 2024, The Author(s).

Mattering as a central part of well-being has not been studied in the context of newly arrived young migrants in Swedish schools. Neither have studies on mattering included material and spatial conditions. This article draws on data collected from ethnographic fieldwork to address this. The theoretical contribution is based on the combination of the concept of mattering with Ahmed’s feminist and postcolonial theory of orientation and a critical view of lived experience as social and bodily orientation devices. Combining these theoretical frameworks, we explore social, spatial and material conditions for mattering in newly arrived youths’ everyday school lives. The overall outcome of our analysis illustrates that mattering is not only a question of social relations but also related to spatial and material dimensions. A conclusion is that Swedishness as an unspoken norm of whiteness is ‘built into the walls’ of Swedish schools and that (in)directly discriminates newly arrived young migrants. © 2024 The Author(s)

Introduktion: Våren 2020 förklarade WHO SARS-Coronavirus-2 (Covid-19) en pandemi, som drastiskt påverkade omvärlden, människors vardag samt hälsa och välbefinnande. I litteraturen saknas dock kunskap kring hur lärare och tränare på idrottsgymnasium i Sverige har påverkats av och hanterat Covid-19-pandemin. Såldes avser denna studie att bidra till ökad kunskap om hur lärare och tränare på idrottsgymnasium i Sverige har påverkats av Covid-19-pandemin.

Syfte och teoretisk ram: Denna studie syftade till att utforska hur tränare och lärare vid idrottsgymnasium i södra Sverige upplevde att Covid-19-pandemin påverkade deras vardagliga praktik, personliga utveckling och välbefinnande. Känsla av sammanhang (KASAM) används som teoretisk ram för att tolka och förstå insamlad empiri.

Metod: Individuella djupintervjuer genomfördes med 13 lärare/tränare (medelålder: 44 år) från tre idrottsgymnasieskolor i södra Sverige. Intervjuerna varade i 43 till 95 minuter (i genomsnitt 68 minuter). Samtliga intervjuer transkriberades ordagrant och analyserades med hjälp av kvalitativ innehållsanalys.

Resultat: Analysen resulterade i ett övergripande tema, "Att förstå förändringar i vardagen och hantera en föränderlig värld", som belyser hur Covid-19-pandemin påverkade lärarna och tränarna. Lärarna och tränarna beskrev den första nedstängningen som en initial chock som medförde förändringar i deras arbetsbelastning och dagliga rutiner. Den andra nedstängningen var generellt sett lättare att hantera, men de lade mer tid på planering och förberedelser och hade ett större fokus på att förmedla teoretisk kunskap och fysisk träning. Under hela pandemin upplevde de en brist på social interaktion; dock erbjöd stöttande kollegor och skolorna en viss lättnad. Lärarna och tränarna upplevde också osäkerhet kring ständigt föränderliga restriktioner; de lärde sig dock vikten av att vara flexibla och kreativa för att hantera dessa. Således påverkades lärarnas och tränarnas vardagliga praktik, personliga utveckling, välbefinnande och KASAM påtagligt av Covid-19-pandemin.

Diskussion och slutsatser: Sammantaget belyser resultaten behovet av beredskap, flexibilitet och stöd för att navigera de förändringar som Covid-19-pandemin medförde. Genom att förstå de mångfacetterade effekterna av Covid-19-pandemin kan beslutsfattare, utbildningsinstitutioner och stödnätverk bättre utrusta lärare och tränare på idrottsgymnasium för att navigera i framtida utmaningar, som nya pandemier.

INTRODUCTION: Symptomatic pelvic organ prolapse (sPOP) can have a negative impact on a woman's health. While research exists about the impact of sPOP on women, little is known about the effect on their partners. Therefore, this study aimed to explore, from the partner's perspective, what it means to live with a woman with symptomatic pelvic organ prolapse after vaginal birth. METHODS: A qualitative explorative design with a constructed grounded theory approach was taken to analyse the interviews of 13 partners who experienced living with a woman who had sPOP after vaginal birth. RESULTS: "The theory of bearing the burden of spill-over effects" was constructed based on a core category: "Facing a new restricted life", with related categories "Giving up valued activities"; "Struggling with added demands"; "Changing intimate behaviour" and "Redefining future family planning". The theory also contains factors constraining and enabling adjustment to the new reality. While the shortcomings of healthcare constrained the process of adjustment, getting competent treatment and the feeling of love for the family enabled it. CONCLUSION: This study demonstrated that women's sPOP had an apparently negative impact on partners' health behaviours, sexual health, relationship harmony, and psychological well-being. The partners indicated they were unprepared for post-birth adversities and distressed by the lack of treatment options. There is a need to develop prenatal information highlighting the potential risks of sPOP which may be accompanied by levator ani muscle injury, implement guidelines for the prevention and management of these conditions, and offer targeted support to partners if needed. Copyright © 2023 The Authors. Published by Elsevier B.V. All rights reserved.

In this article Rebecca C. Reynolds was missing from the author list. The complete correct author group is given below. Lorenzo M. Donini, Juan Ramón Barrada, Friederike Barthels, Thomas M. Dunn, Camille Babeau, Anna Brytek-Matera, Hellas Cena, Silvia Cerolini, Hye-hyun Cho, Maria Coimbra, Massimo Cuzzolaro, Claudia Ferreira, Valeria Galfano, Maria G. Grammatikopoulou, Souheil Hallit, Linn Håman, Phillipa Hay, Masahito Jimbo, Clotilde Lasson, Eva-Carin Lindgren, Renee McGregor, Marianna Minnetti, Edoardo Mocini, Sahar Obeid, Crystal D. Oberle, Maria-Dolores Onieva-Zafra, Marie-Christine Opitz, María-Laura Parra-Fernández, Reinhard Pietrowsky, Natalija Plasonja, Eleonora Poggiogalle, Adrien Rigó, Rachel F. Rodgers, Maria Roncero, Carmina Saldaña, Cristina Segura-Garcia, Jessica Setnick, Ji-Yeon Shin, Grazia Spitoni, Jana Strahler, Nanette Stroebele-Benschop, Patrizia Todisco, Mariacarolina Vacca, Martina Valente, Màrta Varga, Andrea Zagaria, Hana Flynn Zickgraf, Rebecca C. Reynolds & Caterina Lombardo. The original article [1] has been corrected. © 2023, Springer Nature Switzerland AG.

Background: Age-related macular degeneration (AMD) is the most common cause of incurable visual impairment. These impacts include loss of social activities, decreased functional independence, and reduced physical activity.

The purpose of the study was to explore the participants' experiences and meanings expressed by people with AMD participating in an empowerment-based intervention.

Methods: The study has an explorative design based on ethnographic observations and informal interviews during the Empowerment-Based Physical Activity Intervention (EPI). The intervention embraced empowerment as a process and adopted the reflective equilibrium community empowerment approach. The EPI was carried out over six months and comprised adapted physical activity and social activities twice a week—furthermore, individual health coaching on three occasions. Nine women and two men aged 70-87 years old with AMD in Sweden participated in EPI. Field notes of the observations were analysed using a thematic method with an abductive approach.

Findings: The analysis resulted in five themes: a) Feeling seen and included, b) Having a sense of security, c) Developing physical skills, d) Feeling meaningful and social connectedness, and e) Feeling increased motivation.

Conclusion: Based on the findings, EPI has been a resource for the participants' well-being and development. The findings also filled a gap in the research literature and may provide insights into the potential of creative supervised, adapted physical activity in groups, health coaching, and socialising.