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Aim: To contribute knowledge concerning how physiotherapists using social cognitive theory, empowerment and information and communication technology can promote children’s physical activity in a school context. Methodology: Four studies were conducted in the northern part of Sweden and a qualitative discourse analysis of the results from all four studies was performed to enable a more comprehensive understanding. Three of the studies involved children, and one study involved parents. Major findings: The findings formed three themes: A, Acknowledging empowerment; B, Bonded forces overcame barriers; and C, Competence and motivation enable change. The first theme includes the act of creating the intervention using an empowerment approach. The second theme concerns barriers to being physically active and social support from parents and peers regarding physical activity promotion. The third theme concerns motivation and associated personal factors, such as self-efficacy. Principal conclusion: This course of action might be a way for physiotherapists to promote children’s physical activity using social cognitive theory, empowerment and information and communication technology in a school context. An empowerment approach that includes the formation of partnerships with children is a promising avenue for developing physical activity interventions in schools. In addition, physical activity interventions should attempt to build on children’s self-efficacy and make physical activity opportunities fun and enjoyable.

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