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Background Education outside the classroom (EOtC) is a curriculum-based approach to teaching that has shown positive associations with children’s physical activity and academic learning in small-scale case studies. The purpose of this large-scale quasi-experimental study was to determine if children who participate regularly in EOtC spend more time being physically active than children who do not. Methods In the 2014/2015 study TEACHOUT, classes were recruited in pairs such that each EOtC class had a non-EOtC comparison class at the same school and grade level. Participants in 17 EOtC classes and 16 comparison parallel classes across Denmark wore an Axivity AX3 accelerometer taped to the lower back for seven consecutive days. Data from 201 EOtC participants (63.3% girls, age 10.82 ± 1.05,) and 160 comparison participants (59.3% girls, age 10.95 ± 1.01) were analysed using an ‘intention to treat’ (ITT) approach. The amount of EOtC the participants were exposed to was monitored. Associations between time spent in different physical activity intensities and EOtC group and sex were assessed using generalised linear models adjusted for age. In a second analysis, we modified the sample using a ‘per protocol’ (PP) approach, only including EOtC and comparison class pairs where the EOtC class had >150 min and the comparison had <150 min of EOtC during the measured week. Results On average, EOtC participants spent 8.4 (ITT) and 9.2 (PP) minutes more in moderate-to-vigorous physical activity (MVPA) per day than comparison participants ( p  < 0.05). However, EOtC boys spent 18.7 (ITT) and 20.8 (PP) minutes more in MVPA per day than comparison boys ( p  < 0.01), while there were no significant between-group differences for girls. Conclusions For boys, EOtC was associated with more daily time being spent moderately and vigorously physically active. No differences were observed for girls. Implementing EOtC into schools’ weekly practice can be a time- and cost-neutral, supplementary way to increase time spent in PA for boys through grades three to six. Trial registration The Scientific Ethical Committee in the Capital Region of Denmark protocol number H-4-2014-FSP . 5 March, 2014.

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.

Background Education Outside the Classroom (EOTC) is a teaching method that aims to promote schoolchildren’s learning, physical activity (PA), social relations, motivation, and well-being. EOTC activities are characterized by teachers using the local environment in their teaching, and involve innovative teaching methods, child-led approaches to problem-solving, experimentation, cooperation, PA, and play. EOTC has become common practice for many teachers in Scandinavia; however, only case studies have evaluated its impacts. The TEACHOUT study aims to evaluate the impacts of EOTC on Danish schoolchildren’s PA, social relations, motivation, well-being, and learning. Methods TEACHOUT is a quasi-experimental, cross-disciplinary study. Sixteen schools participated, containing 19 EOTC school classes and 19 parallel non-EOTC classes, with a total of 834 children aged 9 to 13 years. Measures of the children’s social relations, motivation for school, well-being, and academic performance were collected at the beginning and end of the school year. Data on PA levels were collected over ten-day periods during the school year using accelerometers. The amount and characteristics of the actual EOTC provided in both EOTC and non-EOTC classes were monitored day-to-day throughout the school year, using an online teacher survey platform. The effects of EOTC are mainly analysed by comparing EOTC pupils to non-EOTC (i.e. control) pupils based on their scores on the outcome variables (i.e. school performance, well-being, motivation, and social relations) at the end of the school year, adjusting for the baseline values (from the beginning of the year). The impacts of EOTC on PA are evaluated by comparing the total as well as context-specific amounts of PA of children participating in EOTC to those of children in their parallel non-EOTC classes. Furthermore, the interdependencies between PA, social relations, well-being, motivation, and learning are explored using path analysis. To help describe and understand the processes that have led to the quantitative outcomes, qualitative case observations of children’s practices and interactions in EOTC as well as classroom teaching were carried out and combined with qualitative interviews about children’s perceptions of these practices. Discussion The TEACHOUT study represents a holistic multidisciplinary approach to educational and school health-promotion research through its study design and combination of scientific disciplines and methods, as well as its focus on the interdependent relations between learning, PA, social relations, well-being, and motivation. This will result in a comprehensive picture of school health promotion and children’s health and well-being, which will broaden the understanding of the potential benefits of EOTC in school health promotion and primary education. These results can be used to inform and guide future policy and practice.

This paper investigates the term decaf resistance, which signifies a resistance, which, although experienced as risky, is harmless in reality, because it - like decaf coffee - is stripped of its potentially dangerous main ingredient. Theoretically, the article is based on Alessia Contu's previous outline of the term and Slavoj Zizek's theory of ideology. The explanatory force of this theoretical perspective is examined through the use of the online chat forum ihatestarbucks.com, where baristas at Starbucks, amongst other topics, describe how they as a form of resistance serve decaf coffee to customers who have ordered regular coffee. The paper concludes that while useful in explaining the individual employees' libidinal investment in and subjective experience of his or her resistance, the decaf-perspective also implies a rigid dichotomy between 'real' and 'decaf resistance, which is rather unhelpful for distinguishing between different types of resistance. The analysis thus shows how the sharing of hidden acts of resistance on a public online-forum seems to make these acts subjectively less 'decaf' for the baristas, albeit without crossing the Zizekian threshold, which would allow for a characterization of these acts as 'real' resistance. This leads to a discussion of how this type of 'half-caf resistance, which is neither harmless nor revolutionary, challenges the Zizekian dichotomy between decaf and Real act.

[...]existing alternatives' may look and feel great, but their contributions to positive change become all but imperceptible in the grand scheme of things. Through this study, we gained two important insights: (1) that these communities might not constitute 'organizations' per se, but that they nonetheless allow members to share information and tactics on how to organize for 'the end of the world as we know it\" (or TEOTWAWKT as the preppers say), and (2) that they might be indicative of 'atomization' as a more general phenomenon in contemporary society. In a follow-up study of survivalist self-help literature (du Plessis and Husted, 2024), we suggested that prepping can be thought of as an 'implicit' type of activism, and that prepper communities are, in certain respects, better positioned to challenge the hegemony of neoliberal capitalism than many other alternatives. Since preppers organize around the notion of impending 'apocalypse' - that is, the apparent inevitability of a near future characterized by 'great destruction and violent change' (Cambridge Dictionary, n.d.) - they may be fatalistic, but they are also open to more radical change than most of us are willing to imagine. Adding a pandemic to the escalating number of earth-shattering crises, then, has created general public awareness of what was already the lived experience of the millions who bear the consequences of crises of climate, finance, migration, and social justice:

This paper seeks to explain silence in the workplace through an analytical perspective derived from Judith Butlers work on censorship, and in this way suggest an alternative to explanations in the existing literature on employee silence, which are often tied to the actions and motivations of the individual subject. It is thus argued that self-help books can be seen as indicative of a pervasive culture of self-improvement, which among other things promotes the absence of criticism in the workplace. The empirical point of departure for this argument is the two bestselling self-help books The secret by Rhonda Byrne and The 7 habits of highly effective people by Stephen Covey. Theoretically, the paper applies Butlers notion of \"implicit censorship\" where censorship is understood as productive in the sense of being constitutive of language. Hence, in the analysis it is shown how discursive regimes in self-help literature tend to be constructed in such a way, that explicit criticism cannot emerge as a meaningful activity, and is thus implicitly censored.

This paper seeks to explain silence in the workplace through an analytical perspective derived from Judith Butlers work on censorship, and in this way suggest an alternative to explanations in the existing literature on employee silence, which are often tied to the actions and motivations of the individual subject. It is thus argued that self-help books can be seen as indicative of a pervasive culture of self-improvement, which among other things promotes the absence of criticism in the workplace. The empirical point of departure for this argument is the two best-selling self-help books The secret by Rhonda Byrne and The 7 habits of highly effective people by Stephen Covey. Theoretically, the paper applies Butlers notion of \"implicit censorship\" where censorship is understood as productive in the sense of being constitutive of language. Hence, in the analysis it is shown how discursive regimes in self-help literature tend to be constructed in such a way, that explicit criticism cannot emerge as a meaningful activity, and is thus implicitly censored.

Denne artikel undersøger en systematisk og allestedsnærværende humoristiskog drillende omgangsform blandt læger og sygeplejersker på Rigshospitalet,der defineres som mobning. Med afsæt i Michel Foucaults konceptualiseringeraf magt, modmagt og agonisme belyses, hvordan de humoristiskekrænkende drillerier emergerer i mødet mellem et lægefagligt ideal om ufejlbarlighedog en formel stram styring af arbejdet med det formål, at de ansattekan ventilere frustrationer over fejlbarlige ansatte og urimelige arbejdsvilkårpå ’forbudte’, anti-autoritære måder. Vi argumenterer således for, at mobningenkan forstås som ’funktionel’, fordi den regulerer et komplekst agonistisksamspil mellem den formelle styring af hospitalsarbejde samt en udbredt lægefagligsubjektivering, hvor fejl og inkompetence betragtes som illegitimt,tabuiseret og skamfuldt.

Denne artikel undersøger en systematisk og allestedsnæ rvæ rende humoristisk og drillende omgangsform blandt læ ger og sygeplejersker på Rigshospitalet, der defineres som mobning. Med afsæ t i Michel Foucaults konceptualiseringer af magt, modmagt og agonisme belyses, hvordan de humoristiske kræ nkende drillerier emergerer i mødet mellem et læ gefagligt ideal om ufejlbarlighed og en formel stram styring af arbejdet med det formål, at de ansatte kan ventilere frustrationer over fejlbarlige ansatte og urimelige arbejdsvilkår på 'forbudte', anti-autoritæ re måder. Vi argumenterer således for, at mobningen kan forstås som 'funktionel', fordi den regulerer et komplekst agonistisk samspil mellem den formelle styring af hospitalsarbejde samt en udbredt læ gefaglig subjektivering, hvor fejl og inkompetence betragtes som illegitimt, tabuiseret og skamfuldt.