BACKGROUND: Increasing recess physical activity has been the aim of several interventions, as this setting can provide numerous physical activity opportunities. However, it is unclear if these interventions are equally effective for all children, or if they only appeal to children who are already physically active. This study was conducted to explore the least physically active children\'s \"lived experiences\" within four existential lifeworlds linked to physical activity during recess: space, body, time, and relations.
METHODS: The study builds on ethnographic fieldwork in a public school in Denmark using a combination of participatory photo interviews and participant observation. Thirty-seven grade five children (11-12 years old) were grouped in quartiles based on their objectively measured daily physical activity levels. Eight children in the lowest activity quartile (six girls) were selected to participate in the study. To avoid stigmatising and to make generalisations more reliable we further recruited eight children from the two highest activity quartiles (four girls) to participate.
RESULTS: An analysis of the least physically active children\'s \"lived experiences\" of space, body, time and relations revealed several key factors influencing their recess physical activity: perceived classroom safety, indoor cosiness, lack of attractive outdoor facilities, bodily dissatisfaction, bodily complaints, tiredness, feeling bored, and peer influence.
CONCLUSIONS: We found that the four existential lifeworlds provided an in-depth understanding of the least physically active children\'s \"lived experiences\" of recess physical activity. Our findings imply that specific intervention strategies might be needed to increase the least physically active children\'s physical activity level. For example, rethinking the classroom as a space for physical activity, designing schoolyards with smaller secluded spaces and varied facilities, improving children\'s self-esteem and body image, e.g., during physical education, and creating teacher organised play activities during recess.

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The flow of time is experienced by humans although the exact nature of time is not well understood. The importance of time in humans\' life is not in dispute and is reflected by several dimensions like duration, which is best representing the naïve meaning of time. Psychological time serves several important functions which are essential for being able to act and survive in a dynamic environment. In the present paper we argue that psychological time in the form of sensing the pace of the flow of time provides important information to the executive system which control and monitor behavior. When information processing load is below an optimal level for a specific Individual a feeling of boredom is raised. Boredom is accompanied by a slowing of the felt pace of the flow of time. Boredom is a unique mental state which is linked with decreasing efficiency in cognitive and perceptual performance and is correlated with low job satisfaction and general well-being. As such, boredom poses a threat to normal functioning. We suggest that the felt slowing in the flow of time is a signal which, similarly to pain, is aimed at alerting the executive system that resources should be recruited in order to cope with the hazardous state.

Drawing from contemporary social cognitive theories of achievement motivation, the relationship of personal theories of achievement (ego and task theory) with perceived ability and reported satisfaction with school and sport was examined. The cross-domain generality of these relationships in these contexts, in the case of a representative sample of adolescents between 11 and 15 years of age (N = 967, M age = 13.5, SD = 1.80; 492 girls and 475 boys) from the Valencian Community (Spain) also was examined. According to previous research in the United States (Duda & Nicholls, 1992), the findings of this study indicate a cross-domain consistency with regard to how adolescents tend to define success and their views of how achievement activities operate across sport and the classroom. However, little cross-domain generality was found for perceptions of ability and reported satisfaction. In the sport and classroom domains, a task theory was related to greater satisfaction, while an ego theory was related to greater reported boredom and low interest in the activity.

The objective of this instrumental case study was to explore interrelationships among routine activity situations on 2 Alzheimer\'s special care units (SCUs) and 2 resident quality-of-life (QoL) indicators: daily time use and emotional well-being. Fourteen residents participated. We collected data across four 12-hr days using computer-assisted direct observations and computed associations of activity situations with QoL indicators and mean durations of QoL indicators in activity situations and daily by facility. We compared mean durations of QoL indicators across facilities and analyzed time-use profiles of 2 residents. We found that participants\' capacities for activity engagement and emotional vitality were infrequently expressed at both SCUs. Diminished QoL was attributable to participants\' dementia-related impairments coupled with insufficient attention to their occupational needs, initiatives, and capacities. Findings call for occupational therapists\' involvement as educators, mentors, and consultants to enhance the effectiveness of routine activity situations in promoting QoL through everyday occupations.

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