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People living with multiple chronic illnesses and an increasing need for acute care is a global health challenge, which questions the conventional ways of managing illness. A central issue is how medical practices can become more patient‐centred and aligned with the everyday life of patients. Communicative strategies for eliciting the patient's goals and preferences are often proposed. In this article, we draw on ethnographic data from fieldwork conducted during 2019–2020 in health‐care settings and among people living with multiple chronic illness(es) and repeated acute admissions in Denmark. Inspired by science and technology studies of chronic illness and care, we trace the enactments of illness and illness work in a patient trajectory marked by persistent symptoms and medical complexity. We analyse three medical encounters, and we show how 'tinkering' with clinical signs and utterances in each encounter constantly enacts new versions, shaping how the patient could and should live with his illness. We argue that specialised outpatient check‐ups for these patients must provide space for continuous tinkering with the concrete effects of illness in everyday life. [ABSTRACT FROM AUTHOR]

Facilitators and barriers to recess physical activity are not well understood. To date, research on recess physical activity has predominantly focused on quantitative measures typically focusing on a narrow set of predefined factors, often constructed by adults. To really understand the factors affecting recess physical activity it is crucial to observe and listen to children to know how they engage in and perceive recess physical activity. The aim of this paper was to gain knowledge on children's perceptions and experiences of factors influencing their physical activity behaviour during recess. Data were collected in three separate studies using different qualitative approaches: participant observation; go-along group interviews and participatory photo interviews. The studies were conducted among 10-13-year-old children (grades 4-6) in 17 Danish schools and in five New Zealand schools among 11-12-year-old children. The socio-ecological model was used as the overall theoretical framework. Twelve factors were identified as influencing the children's recess physical activity: bodily self-esteem and ability; gender; gendered school culture; peer influence; conflicts and exclusion; space and place experiences; lack of play facilities; outdoor play policy; use of electronic devices; recess duration; organised activities; and weather. These factors were located within different layers of the socio-ecological model, but were interdependent. The findings speak for implementing a combination of actions addressing factors from different layers in the socio-ecological model to increase recess physical activity.

Nurturing care and protection from parents and community in the early years of life are fundamental for a child's development. The article aims to explore what relations parents see as meaningful in their child's upbringing and how these are shaped, and how these perspectives are reflected in MANU. MANU is a universal parenting programme in Greenland. Ten of 40 interviews with parents were selected for the analysis of this article's objective. Five grandparents were interviewed. Grandparents are the child's closest extended family members and provide support to parents. Parents placed between one to 19 extended family members in their child's network. Eating and being in nature together, along with familial and intergenerational connectedness, were deemed valuable and important aspects in child-rearing. Parents' own experiences in childhood can influence and complicate how parents place their new family within the extended family. The MANU materials address aspects in the role of kin that parents and grandparents described in interviews. The format and delivery of MANU aims to be universal and mostly addresses Western epistemologies, but both Western and Inuit epistemologies coexists in Greenland. This article creates a window into the existing context parents navigate in. It is important that initiatives are built within this context to ensure they are relevant to families [ABSTRACT FROM AUTHOR]

Boys are more physically active than girls and the greatest gender difference in children's physical activity is found in institutional settings such as school recess. However, research on gender relations, performances and practices that maintain gendered differences in physical activity during recess is still limited. Drawing on a qualitative dataset and a social constructivist gender view, the aim of this study was to investigate how construction of gendered activity patterns and social positions in the schoolyard lead to gendered practices in self-organized play during recess. At 17 Danish schools a total of 460 minutes of recess were observed and 17 go-along group interviews (one at each school), including in total 111 fourth graders (58 girls), were conducted. We found six gender typologies with varying behaviours, needs and power relations. The majority of children were prejudiced in their play, reinforcing gender binarism with boys being more physically active than girls. However, we also found groups such as soccer-playing girls and sedentary computer gaming boys who defied the gender stereotypes. These groups felt limited in their activities because of a hierarchy where not being skilled and sporty implied a lesser status in the hegemonic masculinity and even exclusion from play. More detailed research into what is required for particularly the least active groups is needed to successfully increase both the girls' and overall physical activity levels.