Pupils' participation roles in school-based physical activity in the context of physically active learning and recess: experiences from Norwegian and Estonian primary and secondary school pupils

Using Hart's Ladder of Children's Participation as a theoretical lens, the study revealed age and context-specific disparities in pupils' participation roles in school-based physical activity. Pupils engaged in both informal and formal participation structures in teacher-led physically active learning and free choice recess activities, creating democratic spaces for rights of participation and the expression of choice, which need to be prioritized. Older pupils had more participation opportunities than 10-year-olds and had more responsibility, possibly due to perceived maturity. However, 10-year-olds exhibited numerous ideas for increased movement in school, valued the pupils' council, and called for more physical activity. Activity choice and teacher facilitation are vital in physically active learning and recess contexts. It is suggested that school-based physical activity can offer a space for pupils to learn about democracy but gaining the confidence and ability to do so takes practice. Meanwhile, teachers often need training to support active pupil participation in school-based physical activity.