To understand how physically inactive children relate to physical activity (PA) there is a need to utilize concepts allowing for a structured ideographic approach. Bronfenbrenners (2005) various theoretical models has been widely utilized within sport and health science. A common critique has been that the model, often illustrated as concentric circles, is too static and, thus, not accounting for the complexity of how culture informs human development (Vélez-Agosto, 2017).

In order to push bioecological thinking forward and to develop a more dynamic perspective, we use the concept ‘ecological landscape’. Our purpose here is to make visible how barriers and openings within various ecological systems interact and, thus, create a unique landscape for every individual child’s relationship with PA. The concept ecological landscape refers to the sum of the relationships between an individual child and its multidimensional environment. It is grounded in field theory (Lewin, 1952), bioecological theory (Bronfenbrenner, 2005) and integrates sociocultural perspectives (Veléz-Agosto et al., 2017).

We consider the relationship between children and PA to be shaped by barriers and openings in the ecological landscape. These barriers and openings are derived from various ecological systems and are of different nature (both culture, nature and mixtures of these). Together they create a landscape that characterizes the path to PA. Experiences of the barriers and openings are created in interaction with the child and its unique characteristics. Thus, the landscape is subjectively constructed and unique to each child. The landscape is ecological because the child and its environment is inevitably intertwined. If one of the parts changes, so does the other. Learning always involves change in perception. To equip a child with resources, competences, and beliefs means that the landscape will change and new openings will be visible.

The potential in using the concept of ecological landscape lies in the ability to qualitatively, and at an appropriate level of abstraction, make visible how aspects of the inactive child’s relationship with the environment influence behavior. This makes it possible to start from a subjective position and investigate the weight of various influences. A further potential is to use the concept as a methodological tool that may open up for participatory action research. In the research process, inactive children may develop an increased awareness of their own ecological landscape.