FYSIOTERAPEUTEN 5/25 13 to keep playing when I’m tired, even though I’ll get really tired afterwards. I’m more online now, I watch YouTube and chat or game with people. My friend from Valnesfjord came to visit me, we went to the pool and jumped on my trampoline and just hung out together. Jakob and Leo describe situations where they felt their peers not considering or accepting their differing performance in activity. Jakob altered his participation to avoid these scenarios. The boys express they do not have these negative experiences at VHC or when participating with others with disability. Jakob presented his activity participation with another with disability in a more direct and straightforward way, without reflection on his participation. Contrasting how he presented his participation alongside peers without disability implying peers influence the focus on his physical capabilities in activity. Adjustments are helpful Participants also discussed how they experienced participating in various activities at VHC, Zelda told: (The staff at VHC) make it so that it’s not so hard for me. More my level, and I get to decide some things, like if I need a break. It’s different than at home, for example in gym class you can’t just decide to stop or take a break. I’ve learned that I must consider my body, listen to it when it’s tired. I feel my heart beating fast, and my breathing gets faster. Then I need to take a break and wait until I’m not as tired. If I don’t listen then I get very tired, and it just isn’t fun anymore. Zelda reflects upon how activities at VHC were adapted for her capabilities and that she was given the opportunity to influence her own performance goals, contrasting her experiences in gym classes. Being able to influence her own performance required her noticing and learning how to assess the signals her body gives her in activity and the consequences of overlooking these signals. Leo discussed how having an adjusted activity environment affected his experience: It’s different to do activities with the others at Valnesfjord than with friends at home, the activities are adjusted. At home there isn’t much adjustment, and everyone is expected to manage the same things. It can be difficult to do the same things as everyone else. I think it sucks that my gym teacher expects everyone to do the same. Leo expresses his perception of the difference in participating in activities at VHC and at home and ascribes some of these differences to the adjustments that occur in activities at VHC. He expresses his appreciation of activities being adjusted through his negative commentary on not having adjustments made. The lack of adjustments in gym classes leaves him with the impression that his gym teacher expects him to be able to participate and perform in the same way as his peers without disability. A frustrating experience for Leo as he cannot meet these expectations. The findings show how the participants’ experiences in activity are shaped by their bodily capacities and aspects of the environment in which activity is occurring. The youth experienced VHC as a place where being different and participating in different ways was a valued part of the activity experience. Staff helped the youth adjust activities, facilitating their participation and creating positive activity experiences and learning situations. Activity experiences in home the environment where youth felt expected to perform as their peers without disability were presented as contrasts to experiences at VHC. Discussion This study seeks to explore the experiences of youth with physical disability in segregated activity settings and the impact of these experiences after returning home. In this section we will, informed by the theoretical perspectives and relevant research literature, discuss the main findings: the importance of recognizing differences and the impact of adaptations, both in the environment and of attitudes. It’s nice to be different together Participants spoke about how participating with others who were different at VHC led to new activity experiences and outcomes, Merleau-Ponty (14) writes that we all view the world from our own perspectives, perspectives shaped by our tactile-kinetic bodily being in the world. The youth’s experiences with activity are based on their embodiment, them being the bodies they are and have. Their embodiment shapes their experiences and understanding of themselves and the world around them. Seeing and participating alongside others with physical disability were to the participants novel experiences, which to some extent changed their perspectives of themselves and thus changed their views of activity and disability. Historical and cultural context also shape perspective and understanding of oneself and the surrounding world (13), within this view disability can be considered dependent on what is «normal» in a given cultural and historical setting (17). VHC is a setting where all participants perform differently, «normal» is challenged and thusly changed, allowing the youth to experience their bodies as «normal» and experience or interpret their bodies in new ways. While reflecting on activity experiences at VHC youth spoke of participation and having fun with others. The youth are in a common world at VHC where acceptance of difference seems to prevent or reduce experiences of objectifying gazes. Implying that one’s own body may disappear from consciousness allowing for focus to be the activity they are involved in, sharing experiences and mutual incorporation. Ways of moving, understanding the body and world are shared between individuals without this being verbally communicated (15). In this setting youth may participate in new ways based on the shared experiences they have with their peers. They may manage things they have not before or uncover capabilities they were not aware they had. In suddenly «catching» themselves in the act of moving in this setting the youth speak about experiences of «I can», a new awareness of own capabilities for moving and being active (13). The experience of physical activity alongside peers with disability at VHC seems to facilitate their learning of own body and its capabilities for activity participation and moving with lasting impact.
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