Co-designing physical activity intervention in Danish kindergartens: A design-based research approach
- 1Department of Midwifery, Physiotherapy, Occupational Therapy and Psychomotor Therapy, University College Copenhagen, Copenhagen, Denmark
- 2Centre of Better Childhood, University College Copenhagen, Copenhagen, Denmark
- 3Active Living Research Unit, Department of Sports Science and Clinical Biomechanics, University of Southern Denmark, Odense, Denmark
Abstract
Physical activity in early childhood supports health, psychosocial development, and motor competence, yet many Danish kindergarten children do not meet recommended activity levels. Early childhood settings are therefore key health promotion environments where routines, pedagogical practices, and staff competencies shape children’s access to daily physical activity. This study examines how a kindergarten-based intervention can be co-designed to strengthen physical activity by equipping pedagogical staff and supporting enabling environments through participatory, practice-embedded processes using a design-based research approach. Five Danish kindergartens participated in a one-year development phase guided by a complex intervention framework. The process included four iterative domains: context analysis, laboratory work, design experiments, and reflection. Data from observations, interviews, workshops, and prototype testing were analyzed thematically. The co-design process resulted in six elements: active group time with PA prompts; a play catalog with pedagogical cues; a key ring with pedagogical prompts; structured playground activities; designated PA Agents; and a competence development program. Six themes informed the design: Physical activity as an overlooked pedagogical resource; variation in children’s physical activity competences; the role of leadership in cultural change; pedagogical staff’s bodily engagement; pedagogical judgment as a driving force, and; competence development as an adoption strategy. The process produced a contextually grounded and professionally owned intervention. By strengthening local capacity, ownership, and equitable access to physical activity, the co-design approach supports health promotion embedded in every day kindergarten practice and informs future feasibility testing.
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BibTeX
@article{sederberg2026codesigning,
title = {{Co-designing physical activity intervention in Danish kindergartens: A design-based research approach}},
author = {Mathilde Sederberg and Charlotte Skau Pawlowski and Lise Sohl Jeppesen and Elisabeth Bandak and Anna Bugge},
journal = {PLOS One},
year = {2026},
month = nov,
doi = {10.1371/journal.pone.0361522},
url = {https://doi.org/10.1371/journal.pone.0361522},
note = {CC BY 4.0},
}
RIS
TY - JOUR
TI - Co-designing physical activity intervention in Danish kindergartens: A design-based research approach
AU - Mathilde Sederberg
AU - Charlotte Skau Pawlowski
AU - Lise Sohl Jeppesen
AU - Elisabeth Bandak
AU - Anna Bugge
PY - 2026
DA - 2026/11/05
JO - PLOS One
DO - 10.1371/journal.pone.0361522
UR - https://doi.org/10.1371/journal.pone.0361522
AB - Physical activity in early childhood supports health, psychosocial development, and motor competence, yet many Danish kindergarten children do not meet recommended activity levels. Early childhood settings are therefore key health promotion environments where routines, pedagogical practices, and staff competencies shape children’s access to daily physical activity. This study examines how a kindergarten-based intervention can be co-designed to strengthen physical activity by equipping pedagogical staff and supporting enabling environments through participatory, practice-embedded processes using a design-based research approach. Five Danish kindergartens participated in a one-year development phase guided by a complex intervention framework. The process included four iterative domains: context analysis, laboratory work, design experiments, and reflection. Data from observations, interviews, workshops, and prototype testing were analyzed thematically. The co-design process resulted in six elements: active group time with PA prompts; a play catalog with pedagogical cues; a key ring with pedagogical prompts; structured playground activities; designated PA Agents; and a competence development program. Six themes informed the design: Physical activity as an overlooked pedagogical resource; variation in children’s physical activity competences; the role of leadership in cultural change; pedagogical staff’s bodily engagement; pedagogical judgment as a driving force, and; competence development as an adoption strategy. The process produced a contextually grounded and professionally owned intervention. By strengthening local capacity, ownership, and equitable access to physical activity, the co-design approach supports health promotion embedded in every day kindergarten practice and informs future feasibility testing.
SN - 1932-6203
ER -