From planning to Physical Activity : A qualitative study of didactic factors influencing the Physical Activity inteaching at the after-school childcare.

Introductions: This paper raises the issue of new reports that children and young people are increasingly not achieving the Swedish Public Health Agency´s daily recommendation for physical activity. To bring about change, we need to turn to the activities where children and young people are active, namely schools and after-chool care. But what does the work look like in practice and what affects the content of the teaching? Purpose: The purpose of this study is to investigate how teachers describe planned physical activity is designed into instruction at school-age childcare. The interest in creating an understanding of how its implementation in practice is prominent for the study. Method: The metod used to answer the purpose and queries of the study is a qualitative approach in the form of semi-structured individual interviews. The interviews were analyzed through thematic analysis. The discussion deals with the didactic theory and connects with the results and background. Results: The results show that physical activity at the after-school care is a central part of instruction, even though teachers have difficulty defining the actual meaning of the concept of physical activity. Teachers play a significant role in student participation. Another significant factor in participation in physical activity at the after-school care appears to be the opportunities for phycial activity during their free time. Students who belong to a team, or participate in orginized sports, carfully choose which activites to participate in, whereas less active students tend to engage in whatever is available, regardless of content.