Swedish children are growing up in an increasingly physically inactive society, even though research shows the positive effects of physical activity (Wikland 2013, p. 40). Children spends most of their days in preschools, which means a great responsibility for preschools and its teachers as they affect children's opportunities for physical activity. The purpose of the study is to examine how preschool teachers perceive the work with children's physical activity indoors. In our study, we have assumed phenomenography, whose purpose is to describe people's different perceptions of phenomena (Alexandersson 1994, p. 112). To collect empirical data, we have conducted interviews with six teachers at three different preschools.

This study results and analysis showed that there are different perceptions of the teachers about the work with the children's physical activity indoors. The study showed that all teachers perceived that physical activity is important for children, but they expressed different views about the work on this. The overall perceptions were that they planned and enabled the movement activities indoors with different purposes or that they worked with physical activity when the children expressed a need for this. Another view was that children should not be physically active indoors, because this was something they could vent outdoors. The teachers perceived that there were several factors that influenced their work including knowledge, facilities, furnishings, noise, their own and colleagues' approach and preschool educational focus.