Linda Røset

• Dølen, Anette; Steinhardt, Friedolin & Røset, Linda (2025). Mental wellbeing of Norwegian farmers: what are the main facilitators and barriers? An exploratory study. Rural and remote health. ISSN 1445-6354. 25(2). doi: 10.22605/RRH9103. Fulltekst i vitenarkiv
• Provan, Sella Aarrestad; Calogiuri, Giovanna; Røset, Linda; Mariussen, Maren; Rosøy, Ingeborg & Johnsen, Tonje Jossie [Vis alle 9 forfattere av denne artikkelen] (2025). VR-guided exercise and mindfulness program for people with chronic pain: a randomised controlled cross-over pilot trial. BMC sports science, medicine and rehabilitation. 17(1), s. 1–8. doi: 10.1186/s13102-025-01102-9. Fulltekst i vitenarkiv Vis sammendrag

  Background Physical exercises and mindfulness are important components in the management of chronic pain, but pain may reduce exercise adherence. Virtual reality (VR) can provide cognitive inhibition of the ascending pain signal and may thus be a tool for the delivery of pain management during exercise interventions. In this study we assessed a VR-guided intervention seeking to improve physical fitness in individuals with chronic pain. Methods Participants in rehabilitation for chronic pain were included in a randomised controlled pilot trial with a cross-over design. In counter-balanced order participants were asked to perform, five minutes of aerobic exercise following identical instructions given through either a VR headset or television (TV) screen. The procedures were then repeated with mindfulness exercises. Heart rate (HR) was monitored throughout all four sessions and participants self-reported perceived exercise intensity, benefit, relaxation, and reward. Paired Student’s t-test, Wilcoxon signed rank test and McNemar’s test were performed to compare the outcome variables across sessions for individuals, as appropriate. (Clinical trial registration NCT06611566 09.09.24, retrospectively registered). Results Twenty-seven participants were included in the study. The mean age (SD) was 40.4 (11.3) years, and 17 (63%) were men. Mean HR, the proportion of time spent at moderate-vigorous exercise intensity levels, and all self-reported measurements were comparable between the VR vs. TV sessions. No major adverse events were reported. The physiological and perceived exercise outputs of aerobic exercises were thus similar across modes of delivery (VR vs. TV) in individuals with chronic pain. Conclusions This study confirms the possibilities of VR-guided interventions in the pain management of individuals with chronic pain with comparable levels of exertion to TV-guided exercise and few adverse events. The promise of VR-guided mindfulness in the rehabilitation of patients with chronic pain conditions is also confirmed.

• Provan, Sella Aarrestad; Litleskare, Sigbjørn; Flaten, Ole E.; Pettersen, Henning; Røset, Linda & Calogiuri, Giovanna (2024). Participatory Development of a Virtual Reality Exercise Program for People with Chronic Pain. Games for Health Journal. ISSN 2161-783X. 13(4), s. 1–3. doi: 10.1089/g4h.2023.0229. Fulltekst i vitenarkiv Vis sammendrag

  Background: By describing how a participatory process led to changes in the design of a study of a virtual reality (VR)-guided exercise and mindfulness intervention tailored to people with chronic musculoskeletal pain, this article makes the case for including end user at an early stage when planning research within this field. Methods: A multidisciplinary panel including end-user representatives, researcher, clinicians, and VR developers participated in a 1-day workshop to design a randomized study and a VR-guided intervention. Results: Through the participatory process, changes were made to the original study design with respect to experimental design, duration, content of VR interventions and mode of delivery. Conclusion: This case exemplifies the importance of including end-user participants in the early phases of planning VR interventions for people with chronic pain.

• Røset, Linda; Green, Kenneth Stanley; Sigurjonsson, Thorsteinn Josef; Tjomsland, Hege Eikeland; Cale, Lorraine & Thurston, Miranda (2023). ‘Now we have gym, now we have to perform’: Norwegian students’ perceptions of assessment and grading in physical education. European Educational Research Journal. doi: 10.1177/14749041231175565. Fulltekst i vitenarkiv Vis sammendrag

  Assessment has become a routine feature of school life, internationally. Little is known, however, about the consequences for young people of assessment and grading in physical education (PE) – a subject often associated with physical recreation. This paper explores young Norwegian’s perceptions of assessment and grading in PE from a sociological perspective. In doing so, it contemplates the penetration of neo-liberal discourses as part of wider processes of globalization and Europeanization in school PE in Norway. The study utilizes data generated by 31 focus groups involving 148 youngsters from the 10th grade (15–16-year-olds) in eight purposively sampled secondary schools in Norway. Norwegian PE teachers continue to use tests in order to set grades in PE. The upshot is that students’ enjoyment of and engagement in PE, as well as their self-identities and self-esteem, can be compromised by apprehension towards assessment and grading. These processes seem likely to undermine or even erode the potential sociopsychological benefits of PE for some young people by reinforcing the impression that the subject is fast becoming just one more outcome-oriented subject on an academic treadmill. In this regard, the ascendancy of neo-liberalism – associated with the twin challenges of globalization and European integration – appears to merely reinforce the hegemony of competitive individualism within PE in Norway, as elsewhere.

• Røset, Linda; Green, Kenneth Stanley; Cale, Lorraine; Sigurjonsson, Thorsteinn Josef; Tjomsland, Hege Eikeland & Thurston, Miranda (2022). ‘Not to judge by the looks but you can tell by the looks!’ Physical capital as symbolic capital in the individualization of health among young Norwegians. Sport, Education and Society. ISSN 1357-3322. doi: 10.1080/13573322.2022.2159361. Fulltekst i vitenarkiv Vis sammendrag

  ABSTRACT Introduction Methods Findings Discussion Conclusion Disclosure statement Additional information References ABSTRACT In this paper we explore how 15–16-year-old Norwegians experience social and cultural norms that shape their relationship with health and physical activity (PA) in a country where participation in PA is normative, in the sense that it is not only a widely shared practice but, in having significant cultural traction, is commonly understood as a ‘normal’ part of Norwegian daily life. The study draws upon qualitative data generated from 31 focus groups involving 148 10th graders (15–16-year-olds) in eight secondary schools in Norway. A key finding was that health was primarily viewed as synonymous with physical health and physical health as closely related to PA. A symbolic marker for physical condition – and, by extension, physical health – was physical appearance and ‘looks’ (in other words, physical attractiveness), revolving around gender normative bodily ‘shape’. In this vein, the youngsters tended towards individualistic views of health – seeing health as a responsibility that lay largely in their hands. We argue that the significance of growing up and living in a wealthy, social democratic nation-state, with high living standards and high social and cultural expectations, can have profound implications for youngsters’ perceptions of health and PA, the impact of neoliberalism notwithstanding.

• Røset, Linda; Green, Kenneth Stanley & Thurston, Miranda (2020). 'Even if you don't care ... you do care after all': 'othering' and physical education in Norway. European Physical Education Review. ISSN 1356-336X. 26(3), s. 622–641. doi: 10.1177/1356336X19862303. Fulltekst i vitenarkiv Vis sammendrag

  In the past decade or more, improving young people’s mental health has been identified as a priority for policy-makers in many countries, including Norway. Physical education, as a setting for physical activity, is increasingly viewed as having a potentially significant role to play in addressing mental health among the young. This paper reports the findings from a study of 148 Norwegian youngsters (68 girls and 80 boys) from the 10th grade (15–16 years old) in eight secondary schools in Norway in 2017. It explores Norwegian youngsters’ experiences of physical education in relation to aspects of their mental health – specifically, being judged and, by extension, ‘othered’. The findings suggest that physical education may undoubtedly serve to generate positive feelings associated with physical activity and games and, in doing so, bolster some youngsters’ self-esteem and self-identities. On the other hand, however, for those less competent in sporting terms, and whose bodily self-image is not particularly positive, the public nature of physical education and the nature of the activities that constitute the subject can give rise to unplanned and unintended harm to some youngsters’ mental health – especially in countries, such as Norway, where sport is a significant aspect of the group habitus and collective ‘we-group’ identity.

• Røset, Linda; Green, Kenneth Stanley & Thurston, Miranda (2019). Norwegian youngsters' perceptions of physical education: exploring the implications for mental health. Sport, Education and Society. ISSN 1357-3322. doi: 10.1080/13573322.2019.1634043. Fulltekst i vitenarkiv Vis sammendrag

  Improving young people’s mental health has become a priority for policy-makers in Norway as elsewhere. Although the evidence is limited, physical activity has been identified as having a role in mental health promotion with school physical education (PE) typically being presented as a suitable setting. Few studies, however, have explored young people’s perceptions and experiences of PE and the possible consequences for their mental health – the departure point for this paper. We approach this issue sociologically by focusing on the processes through which PE is enacted. Qualitative data were generated by 31 focus groups involving 148 youngsters from the 10th grade (15–16-year-olds) in eight secondary schools in Norway. The overarching theme to emerge was that PE was valued by the students for what it was not as much as what it was. The appeal of PE often lay in being different and a break from ‘normal’ school lessons and, at the same time, an opportunity for informal social interaction and strengthening social bonds. Enjoyment of PE – even among those with limited sporting competence – was understood as giving rise to cathartic benefits and an antidote to their increasingly academic, routinized and performance-oriented school lives. However, processes relating to the organization, delivery and assessment of lessons meant that these benefits were sometimes compromised for some young people. We conclude that as far as the mental health of young people is concerned, the best justificatory defence for PE becomes physical recreation as a solution to (academic) schooling rather than PE as education.

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• Røset, Linda & Tjomsland, Hege Eikeland (2021). 'Alle er forskjellige' - ungdom om fysisk aktivitet. I Tjomsland, Hege Eikeland; Viig, Nina Grieg & Resaland, Geir Kåre (Red.), Folkehelse og livsmestring i skolen; i fag, på tvers av fag og som en helhetlig tilnærming. Fagbokforlaget. ISSN 9788245034592. s. 123–137. Fulltekst i vitenarkiv
• Røset, Linda (2018). Norwegian youngsters`experiences of physical education: Understanding the consequences for mental health. Fulltekst i vitenarkiv
• Thurston, Miranda; Vedøy, Ingeborg Barth; Røset, Linda & Mælan, Ellen Nesset (2018). Skole, læring og psykisk helse: erfaringer med fysisk aktivitet og kroppsøving. Fulltekst i vitenarkiv

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