Patrick Jachyra

Gender performativity during interviews with adolescent boys

The increased use, if not dominance, of interviewing techniques in qualitative research on sport and physical culture demands more focused and critical analyses of the situational factors that may influence the generation of interview data. One of the factors, of course, is the interviewer’s gender as it relates to the gender(s) of the research participants. Previous research investigating the social dynamics of interviewing suggests that gender dynamics mediate the quality, content and detail of responses provided from adult participants. In particular, a noticed gap in the sport and exercise literature is the potential influence of the interviewer’s gender with respect to conducting interviews with children and youth. Drawing from interviews and field work exploring the enjoyment and experience(s) of Health and Physical Education class conducted with elementary school students in Ontario (Canada), this paper explores the relational and performative aspects of gender in the interview space, mediating how boys with multiple body capitals and masculinities shape their narratives in different ways during an interview with a male researcher.

Who Are You, and What Are You Doing Here: Methodological Considerations in Ethnographic Health and Physical Education Research.

In the pursuit of understanding declining levels of participation from scholastic Health and Physical Education (HPE), ethnographic research has been increasingly utilised as a tool to explore the intersubjective and intrasubjective meaning-making processes that concurrently invite or dissuade participation. Despite the ostensible epistemological benefits of deploying ethnographic research as a vehicle for better understanding contextual HPE (dis)engagement processes and meanings, a critical methodological discussion of the actual implementation and positionality of these methods is largely absent in the extant literature. Reflecting on an ethnographic study conducted with adolescent boys at a Canadian elementary school, this paper provides HPE ethnographers with a series of methodological deliberations, and reflexive points of departure for consideration in the design and implementation of ethnographic research. Specifically, this paper elucidates the process of rapport building with teachers/students, the omnipresent tensions, ethical dilemmas and triumphs that can emerge during ethnography, and the various socio-contextual interview factors that can influence data generation.

Are you ready? Exploring readiness to engage in exercise among people living with HIV and multimorbidity in Toronto, Canada: a qualitative study

Objectives Our aim was to explore readiness to engage in exercise among people living with HIV and multimorbidity. Design We conducted a descriptive qualitative study using face-to-face semistructured interviews with adults living with HIV. Setting We recruited adults (18 years or older) who self-identified as living with HIV and 2 or more additional health-related conditions from a specialty hospital in Toronto, Canada. Participants 14 participants with a median age of 50 years and median number of 9 concurrent health-related conditions participated in the study. The majority of participants were men (64%) with an undetectable viral load (71%). Outcome measures We asked participants to describe their readiness to engage in exercise and explored how contextual factors influenced their readiness. We analysed interview transcripts using thematic analysis. Results We developed a framework to describe readiness to engage in exercise and the interplay of factors and their influence on readiness among adults with HIV and multimorbidity. Readiness was described as a diverse, dynamic and fluctuating spectrum ranging from not thinking about exercise to routinely engaging in daily exercise. Readiness was influenced by the complex and episodic nature of HIV and multimorbidity comprised of physical impairments, mental health challenges and uncertainty from HIV and concurrent health conditions. This key factor created a context within which 4 additional subfactors (social supports, perceptions and beliefs, past experience with exercise, and accessibility) may further hinder or facilitate an individuals position along the spectrum of readiness to exercise. Conclusions Readiness to engage in exercise among people living with HIV is a dynamic and fluctuating construct that may be influenced by the episodic nature of HIV and multimorbidity and 4 subfactors. Strategies to facilitate readiness to exercise should consider the interplay of these factors in order to enhance physical activity and subsequently improve health outcomes of people with HIV and multimorbidity.

The place of play: from playground to policy to classroom well-being

In 2010 the Provincial Government of Ontario, Canada introduced a new play-based learning curriculum. Educational stakeholders (i.e. teachers, early childhood educators and student teachers) have been charged with the task of implementing the play-based curriculum, which upholds childrens fundamental right to play, as a means to health and well-being. In this paper, we examine educators experiences with the new play-based curriculum in Toronto, ON, Canadas largest city. While we found that a play-based curriculum has been championed with respect to health and well-being in educational policy, there are many challenges integrating play into teaching practices, especially in an era of standardized testing. We conclude that while there are benefits to play-based learning for childrens health, it is important to further investigate whether current iterations of play-based curricula are a new pedagogical site for governing childrens bodies or whether play-based curricula allow children to experience, and engage with the pleasure and ambiguities of play in their daily lives in schools.

Boys, bodies, and bullying in health and physical education class: implications for participation and well-being

ABSTRACT In Ontario, Canada, adolescent boys are increasingly developing a disinterest towards health and physical education (HPE) class, and also are withdrawing from HPE as soon as they institutionally are allowed to do so. To date however, there has been a dearth of research that has explored the various mechanisms that are dissuading boys from active participation, and prompting boys to develop a cultural disaffection towards HPE. Drawing on data from an ethnographic case study, this paper begins to provide some insights in further understanding the emerging disaffection towards HPE, and increasing attrition rates among Canadian boys. As illustrated in the study findings, this paper suggests that boys who disengage from HPE do so not because they are genetically predisposed to be lazy, or are unmotivated. Rather, their repeated experiences of explicit and symbolic abuse, degradation, and ignominy from teachers and peers alike dissuade them from active HPE participation. The findings of this study suggest the need for teachers to initiate a reflexive stance in their teaching practices, while concomitantly teaching students critical health literacy skills in an effort to meet the health and well-being needs of adolescent boys.

Keep fit: marginal ideas in contemporary therapeutic exercise

Abstract Exercise has a long history as a therapeutic modality and has existed, in some form, in all cultures throughout recorded history. In recent years, therapeutic exercise has taken on new significance as a relatively low cost medical intervention designed to improve people’s health and well-being and reduce the downstream effects of comorbidity. Drawing our inspiration from Foucault and Deleuze, we argue that seeing therapeutic exercise as primarily ‘medical’ carries with it consequences – some recognised, others unseen – that are problematic and worthy of consideration. Our focus is on the acts of marginalisation, exile and exclusion implicit in the quotidian practice of therapeutic exercise, and how these acts mediate people’s daily lives. In the paper we explore how therapeutic exercise is being instrumentalised, normalised and constrained, arguing for much greater critical attention towards its putative ‘goodness’ and virtue as a health intervention.

Weighty Conversations: Caregivers', Children's, and Clinicians' Perspectives and Experiences of Discussing Weight-Related Topics in Healthcare Consultations: ASD, Weight, and Healthcare Consultations

Children with autism spectrum disorder (ASD) are at a higher risk of having obesity than their typically developing peers. Although it has been recommended that health care providers (HCPs) speak to caregivers and children about the risk of higher weights, no research has examined how HCPs communicate weight‐related information. Furthermore, there is a dearth of evidence regarding how to approach and deliver optimal weight‐related discussions among children with ASD and their caregivers. Given these knowledge gaps, 21 in‐depth interviews were conducted with children with ASD, their caregivers, and HCPs. Using a qualitative analytic approach, data from interviews were analyzed thematically. Results suggest that HCPs at times projected weight stigma during clinical encounters, which did not motivate children and caregivers to work toward work loss or wellness. HCPs also described reticence in engaging families in weight‐related conversations due to limited training, and lack of clinical tools to guide these conversations. All stakeholders identified a need to work together to establish a therapeutic partnership to discuss weight‐related issues without blame or shame. The combination of strength‐based communication approaches, establishing a strong therapeutic partnership, and development of clinical tools facilitating weight‐related discussions for HCPs outlined in this article are potential vehicles to foster successful weight‐related discussions while promoting lifelong wellness. Autism Research 2018, 11: 1500–1510.

Exploring the teaching and learning of clinical reasoning, risks, and benefits of cervical spine manipulation

ABSTRACT The aim of this study was to examine how risks and benefits of cervical spine manipulation (CSM) were framed and discussed in the context of mentorship and their impact on the perception of safe practice of CSM in clinical physiotherapy settings. A multi-method qualitative approach was employed, including a document analysis of established educational guidelines, observations of mentoring sessions, and individual face-to-face interviews with five mentees in the process of learning CSM, and four mentors with Orthopedic Manual Physical Therapy (OMPT) certification. Results demonstrated that participants’ clinical decision-making processes to perform CSM were primarily oriented to the mitigation of risk. Achieving proficiency in the “science” of clinical reasoning and the “art” of “feel” related to mastering technical skills were viewed as means to mitigating risk and enhancing confidence to use CSM safely in clinical practice. While the “art” of technical skill mastery was of high importance to mentees and considered important to developing competency in performing CSM, it was discussed as distinct from their clinical reasoning processes. Thus, promoting a more balanced and integrated use of the “art” and “science” of safe practice for CSM in OMPT training may result in greater confidence and judicious use of CSM by physiotherapists.

“Girls don’t have big tummies”: The experiences of weight-related discussions for children with autism spectrum disorders:

Children with autism spectrum disorders appear to be at a higher risk of having obesity than their typically developing peers. Although it has been recommended that healthcare providers speak to children with autism spectrum disorders about the potential health risks of unhealthy weight, no previous research has explored how healthcare providers communicate with them about this topic. The purpose of this study was to explore children’s perspectives and experiences of discussing weight-related topics in healthcare consultations. Eight children were interviewed, and an interpretive phenomenological analysis informed the research approach and analysis of the data. Results indicated that weight-related discussions with healthcare providers were often met with trepidation, anxiety, anger, and frustration. Children also expressed that they experienced weight stigma in clinical visits and everyday interactions. Weight stigma was often (unwittingly) projected by healthcare providers during appointments and had debilitating effects on children. Finally, higher weights emerged as a repetitive/restricted interest, and children reported body image challenges regarding their higher weights. Frameworks and tools that are specific to the needs and abilities of children with autism spectrum disorders are needed for healthcare providers to foster positive conversations about weight-related topics in an effort to promote lifelong wellness.