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Objectives(1) To develop reference values for health-related fitness in European children and adolescents aged 6–18 years that are the foundation for the web-based, open-access and multilanguage fitness platform (FitBack); (2) to provide comparisons across European countries.MethodsThis study builds on a previous large fitness reference study in European youth by (1) widening the age demographic, (2) identifying the most recent and representative country-level data and (3) including national data from existing fitness surveillance and monitoring systems. We used the Assessing Levels of PHysical Activity and fitness at population level (ALPHA) test battery as it comprises tests with the highest test–retest reliability, criterion/construct validity and health-related predictive validity: the 20 m shuttle run (cardiorespiratory fitness); handgrip strength and standing long jump (muscular strength); and body height, body mass, body mass index and waist circumference (anthropometry). Percentile values were obtained using the generalised additive models for location, scale and shape method.ResultsA total of 7 966 693 test results from 34 countries (106 datasets) were used to develop sex-specific and age-specific percentile values. In addition, country-level rankings based on mean percentiles are provided for each fitness test, as well as an overall fitness ranking. Finally, an interactive fitness platform, including individual and group reporting and European fitness maps, is provided and freely available online (www.fitbackeurope.eu).ConclusionThis study discusses the major implications of fitness assessment in youth from health, educational and sport perspectives, and how the FitBack reference values and interactive web-based platform contribute to it. Fitness testing can be conducted in school and/or sport settings, and the interpreted results be integrated in the healthcare systems across Europe.

In situational analysis (SA), various procedures are available, including coding and mapping, each serving distinct purposes at different levels of the research process. In this article, I present a case regarding the uses of coding based on a research project focused on the political participation of Indigenous peoples in Chile's constitutional process. The motivation for this article stems from the challenges I encountered as a newcomer to SA. Within the research process, coding-used alongside other techniques like mapping-played a crucial role in enabling engagement with the data and tackling analytical challenges. In the initial stage, coding helped identify various elements and discourses in the constitutional process that were essential to the project's findings. In a later stage, it assisted in redeveloping a positional map that initially did not reflect the full spectrum of discursive positions. In vivo codes also fostered interdisciplinary connections among bodies of literature in political science and education. These applications of coding can benefit other researchers, particularly those who are new to the methodology.

The 1991 paper, \"Physical Education's Role in Public Health\" described the importance of physical education in addressing public health problems. On its 20th anniversary, this article reviews accomplishments in improving the health impact of physical education and identifies areas lacking progress. Major accomplishments include development of evidence-based programs, documentation of health and academic benefits of physical education, and acceptance of physical education as a public health resource. Additional work is needed to evaluate the uptake of evidence-based programs, improve national surveillance of physical education quantity and quality, establish stronger policies supporting active physical education, and achieve wide acceptance of public health goals within the physical education field. These opportunities constitute an agenda for actualizing the promise of Health-Optimizing Physical Education before the next 20-year anniversary. Verf.-Referat.

In this paper, I propose a reconceptualization of human and non-human elements in qualitative research by treating them not as pre-given entities but as nested assemblages. I draw on the work of DELEUZE and GUATTARI (2004 [1980]) to integrate the metaconcept of the assemblage into situational analysis (CLARKE, FRIESE & WASHBURN, 2018), thereby addressing its limitations in handling nonhuman elements and fully aligning it with the nonhuman turn. Two heuristics-capacities and internal limits-are introduced to operationalize this approach, enabling the deconstruction of elements' perceived unity and the mapping of the modules that constitute them. I start out by exploring the nonhuman turn and the concepts of assemblages and rhizomes. I then trace the evolution of situational analysis from grounded theory methodology, highlighting inconsistencies in the treatment of nonhuman elements. By reconfiguring situational analysis's analytical space, I locate situations among other situations and treat their elements as products of heterogeneous assemblages. With this framework, I demonstrate how situational analysis can effectively analyze how nonhuman elements emerge and how they participate in situations via specific capacities.

Partizipative Ansätze unterliegen besonders in der deutschsprachigenKindheits- und Jugendforschung einem hohen wissenschaftlichen Legitimationsdruck und Berichteüber Studien, in denen kollaborative Verfahren zum Einsatz kamen, liegen bis heute nurunterrepräsentiert vor. Dabei ist die Beteiligung junger Menschen auch im Wissenschaftskontextvon immer größer werdender Bedeutung, und partizipative Methoden kommen aktuell vermehrt zurAnwendung. Vor diesem Hintergrund berichte ich zunächst über das abgeschlossene ProjektPeer2Peer, in dem Jugendliche als Co-Forschende umfassend beteiligt waren. Daraufhin diskutiereich die diverse Datenmaterialität der Studie mit situationsanalytischen Mapping-Tools aus, um einenachträgliche Reflexion des Prozesses in seiner Gesamtheit zu ermöglichen. Relationale Beziehungsgeflechte und Konstellationen sowie die forschungsethische Komplexität von Untersuchungen mit jungen Menschen werden dadurch sichtbar. Der gewählte Zugang trägt zu einem machtsensiblen Diskurs im Hinblick auf die Einlösung von Beteiligungsrechten bei. Er eröffnet zu dem weiterführende kritische Perspektiven, auch auf (partizipative)sozialwissenschaftliche Forschungszusammenhänge.

In this conference report we provide insights into some of the key topics presented at the first international conference on situational analysis in Germany, held in November 2024 in Magdeburg. Central issues discussed include collaborations and feminist perspectives in practice for power-sensitive knowledge production, nonhumans and how they can be included in situational analysis through all types of mappings as well as methodical and methodological questions regarding mapping processes, interdisciplinary mapping, and the conceptualization of space in and through situational analysis. Adele CLARKE and her work were honored and celebrated at the conference.

In the context of the Covid-19 pandemic, projects involving field research were largely restricted or modified due to the increasing complexity of their methodological and ethical realization. Despite the slowly increasing debates on the (im)possibility of field research during that time, the relational dynamics of field research activities during the pandemic have not yet been discussed in detail. I address this gap by using CLARKE's (2005) situational analysis to reflect on a seven-month field research stay in Senegal during the Covid-19 pandemic. By conceiving of the pandemic and myself as the researcher to be an integral part of the research situation, I analyze how the research situation was characterized by relational dynamics which were shaped by different lived realities of the pandemic (politics). Building on this, I show how the encounter of different pandemic-related experiences was accompanied by irritations, uncertainties and joking practices, but also politicized as conflictual dynamics in the research situation. These insights are crucial for understanding the relational dynamics of conducting field research during a global pandemic that was experienced locally. Furthermore, I provide insights into the analytical potential of using situational analysis for a reflexive engagement with field research.

The outbreak of COVID-19 led to the swift migration to alternate instructional delivery models and pedagogical practices in educational institutions. This study examined the perceived safety of the learning environment and associated anxiety factors among physical education students amidst COVID-19. Using a cross-sectional design, a sample of 638 students drawn purposively and conveniently from a public university in Ghana completed a self-developed questionnaire. Frequency counts, percentages, and ordered logistic regression were used to analyze the data. Findings of the study showed that students perceived the practical lesson environment as unsafe, with self-reported moderate to high levels of anxiety during their practical lessons. The ordered logistic regression results revealed that varied factors such as age, COVID-19 information platforms, certainty about personal safety, and adequacy of preparation to manage COVID-19 cases were associated with anxiety. The study concluded that an unsafe practical physical education learning environment increases the anxiety levels of students. Academic departments/units should provide periodic interventions (e.g., positive self-talk, mental rehearsal, cognitive restructuring) and counseling services for students amidst the ongoing pandemic to help moderate situational-specific anxiety. In addition, key to the management of students' anxiety is the provision of a safe and supportive school environment, including the provision of adequate personal protective equipment for practical lessons by school authorities. (Autor).