Kehittäjäopettajien näkemyksiä ja kokemuksia Lupa Liikkua Lupa Harrastaa -toimintakulttuurista

Recent studies have shown a decline in physical activity among children and adolescents. In primary school age, there are also a large number of pupils with no hobbies at all. The Finnish model for leisure activities has been designed to address these challenges by promoting free and voluntary low-threshold hobbies during the school day. This study examined the implementation of the Lupa liikkua Lupa harrastaa activity culture in Tampere, based on the Finnish model for leisure activities, from the perspective of the teachers who develop mobility and hobbies for children and young people. The aim of the LLLH activity culture is both to implement an active, mobile school day and to increase opportunities for hobbies in the school day. The purpose of this study was to explore the views and experiences of the development teachers on the implementation of the LLLH activity culture. This is a unique activity at national level, so no previous research data is yet available. This study has used previous studies on the Finnish model for leisure activities and on health promoting schools in several countries as a point of reference. The study was conducted as a qualitative case study, for which the research data was collected by interviewing seven development teachers in March-April 2023. The interview method was a semi-structured thematic interview. The data was analyzed using thematic reflexive analysis, which resulted in three main themes, divided into 4-6 sub-themes. The first subtheme, increasing overall well-being, was divided into four sub-themes; 1. developing a mobile and active lifestyle, 2. providing activities that promote physical activity, 3. increasing teachers' professional competence and 4. increasing pupils' participation. The second sub-theme, acute challenges in implementing the culture of activity, included six sub-themes; 1. passive attitude of staff, 2. lack of support from management, 3. differences in the way teams work, 4. low interest of secondary school pupils, 5. marketing of activities and 6. insufficient resources. The final third sub-theme, sustainable change in culture, was divided into five sub-themes; 1. improving community and shared vision, 2. more focused attention on pupils, 3. clearer recording of activities, 4. ensuring continuity and monitoring and 5. developing activities of LLLH. The interviewees felt that the LLLH activity culture had contributed to the overall well-being of primary school children and teachers in Tampere, for example by providing opportunities for physical activity and leisure activities. On the other hand, they felt that the activities did not reach all those who needed them, especially those of secondary school age. In the future, it was considered important to offer more targeted hobby groups and a more varied range of leisure activities. The key to success was seen to be the appreciation and support shown by the school management and other staff, as well as a common will to promote the activities. The provision of sufficient time resources, an active school "sports team" and the involvement of pupils were also seen as important. Greater visibility of the issue in official documents was believed to help justify the importance of the action and to further engage all parties.