Translation and validation of the Canadian assessment of physical literacy-2 in a Danish sample

Background The aim of this study was to translate the Canadian Assessment of Physical Literacy, second edition (CAPL-2) into Danish language, adapt it to Danish context and to test the measurement properties on a sample of Danish school children. Methods The CAPL-2 measurement tool was translated into Danish language and adapted for the Danish context. This Danish version of the CAPL-2 was then tested on 891 Danish school children from 50 classes in 12 different schools. Results Confirmatory factor analysis using the four-factor model, as suggested by the CAPL-2 original developers, showed an acceptable model fit for the Danish version (CFI = .973; TLI = .957; RMSEA = 0.040 (90% CI 0.033–0.054); SRMR = 0.040). Positive significant correlations between the domains were found. The domains as well as the total CAPL-2 score were found to be positively associated with physical education teachers’ assessment of their pupil’s in four central aspects of PL (i.e. enjoyment, confidence, motor skills, and diversity) indicating predictive validity. High internal consistency of the instrument used to measure motivation and confidence domain were found. Conclusion The translated and context-adapted Danish version of CAPL-2 is a valid and reliable measurement tool ready to use in Danish research studies.

Sustainable initiatives to limit the spread of corona-virus among Danish school teachers

Background Schoolteachers play an important role in limiting the spread of corona-virus among pupils while carrying out their core tasks. This double role affects teachers' mental health negatively. Still, open schools are important for pupils' learning and wellbeing. Hence, it is crucial to identify viable strategies for virus control that can be implemented in schools without draining teachers' resources. Thus, our aim was to analyze the sustainability of interventions aimed at hindering spread of virus in public schools. Methods The qualitative data consisted of 700 free text responses from a survey among 1332 Danish schoolteachers from Nov 25 to Dec 9, 2020, i.e. when facing the second wave of the COVID-19 pandemic. Using Thematic Network Analysis, we analyzed the participants' answers to the question “What initiatives to prevent the spread of infection would you be able to carry out for a longer period of time?” Results Most initiatives consumed resources (financial, staffing, time, mental, and relational) to an extend that was unacceptable for the participants. Improved hygiene and ventilation were sustainable initiatives given that the allocation of responsibility was clear. The sustainability of using visor/facemask was compromised by its negative effects on social interactions and by stigma. Isolation of teachers, when having been in contact with infected pupils, had major consequences for the teachers' private life. Finally, the sustainability of initiatives to keep a physical distance was challenged by implications related to the possibility of comforting younger schoolchildren and teaching activities demanding proximity to pupils. Conclusions It should be ensured that schools have the resources needed to hinder spread of virus while delivering high quality teaching. In addition, our findings suggest that school leaders clarify the prioritization between preventive initiatives and core tasks, and inform about responsibilities and academic expectations. Key messages Actions to make preventive initiatives sustainable within school environments are highly needed to keep schools open during this and future pandemics. Policies should ensure that schools have the resources needed in order to hinder spread of virus while delivering high quality teaching.

The Rise of Private Tutoring in Denmark: An Entrepreneur's Perspectives and Experiences

Purpose This article sheds light on the emergence of private tutoring in Denmark. Written from the perspective of a tutoring entrepreneur, it discusses the challenges and opportunities faced by a fledgling tutoring company in present-day Danish society. Design/Approach/Methods The article is a personal narrative of the author's experience with establishing the first major Danish tutoring company. Findings The enthusiastic response by parents to the services offered by the author's company shows that there has long existed a hitherto unmet need for private tutoring in Denmark. However, the author also argues that the political turmoil surrounding the 2013 Danish school reform made parents increasingly sceptical that mainstream schools could effectively address the needs of their children. It thereby prepared the ground for launching a private tutoring concept. Originality/Value It is only in the last decade that private tutoring has emerged in Denmark. The article provides a unique insider's perspective on this largely unexplored development.

The organization of competition and non-competition in schools

This chapter explores current ambivalences towards using competition between students as a means to intensify learning. The analysis builds on a case study from a Danish school where games are used to motivate second graders to maximize their learning. The current learning paradigm views the intensity of competition as desirable for motivational purposes. At the same time, the downsides of competition are seemingly avoided because there is no scarcity of prizes and therefore no losers. It becomes an open question whether game-playing is in fact competition or not. Individual students must therefore decide themselves whether competing is the most effective way of sustaining their learning. The analysis concludes that current ambivalences towards competition do not primarily stem from a care for cooperation and community but from a care for the individual’s maximized learning. Theoretically, the chapter introduces the notion of side-glance to understand competition as a form of observation.

The Association between Education Outside the Classroom and Physical Activity: Differences Attributable to the Type of Space?

Education outside the classroom (EOtC) has become an attractive approach, not only for learning but also for health. This explorative, cross-sectional study investigated children’s sedentary behaviours (SED), light physical activity (LPA) and moderate-to-vigorous PA (MVPA) on school days with an EOtC session in green space compared to school days with EOtC in other environments and without EOtC. Teachers from 17 Danish school classes practised EOtC for one school year on a weekly basis and self-reported the characteristics of the EOtC environment. The pupils’ PA was device-measured for seven consecutive days in a random period during the school year with AX3 accelerometers. Across 617 pupils (age 9–13 years), PA intensity cases (N = 2264) on school days (8:10–14:00 h) with (n = 317) or without (n = 1947) EOtC were included in a mixed-effects regression analysis. Mean exposure to EOtC was 262 min per session. School days with green EOtC (e.g., parks, forests and nature schools) were associated with (mean, [95% CI]) −24.3 [−41.8, −7.7] min SED and +21.3 [7.7, 36.4] min LPA compared to school days with non-green EOtC (e.g., cultural and societal institutions or companies) and with +6.2 [−0.11, 11.48] min MVPA compared to school days with a school-ground EOtC. No sex differences were found. In conclusion, school days with green EOtC must be considered promising to counteract children’s sedentary behaviours during school hours.