VITENSKAPELIG ARTIKKEL 14 FYSIOTERAPEUTEN 5/25 Adapting attitudes and environments The boys discussed physical activity experiences in the home environment where their performance received negative feedback from peers. These experiences exemplify how disability can be experienced through the gaze and expectations of others (17). Merleau-Ponty argues that those with disability do not first and foremost view themselves as disabled as their bodies with disability are their basis for being sentient, sensitive, and experiencing individuals. Despite being aware of differences, their bodies with a disability are their normal and are full of movement potential. It is through the objectifying gaze of others that the body dys-appears and focus turns towards aspects of movements lacking, lacking abilities and to achieve «normal» way of doing things (15). Both Leo and Jakob expressed conflict and frustration with these experiences, they view themselves as capable, however through the feedback of others they experience their bodies falling short of meeting expectations. In these situations, the body dys-appears and a rift occurs between the body as lived, and the body as objectified and measured (15). Being exposed to an accepting environment at VHC does not seem to prevent negative impact from less accepting attitudes the youth may encounter afterwards but highlights to them what is to be desired in these experiences through the new perspectives they have gained. The youth described both accepting attitudes and an adapted physical activity environment at VHC. Through adjustments being made either to the environment or their physical activity participation, they were given the opportunity to participate alongside others while meeting activity goals. They were also asked how they would like to participate, inviting them to reflect on their bodies in movement, promoting the occurrence of «I can» experiences. Having experienced adjustments being made for them in physical activity and being asked for input on their participation at VHC, the youth gained perspective on how this is lacking to them in activities in their home environment. In activities where another had a deciding role in their participation, such as gym class, the youth felt adjustments were not considered. They had the impression that their teachers expect them to be able to perform as everybody else. Placing an inferred gaze on their bodies, poising them to dys-appear when they failed to meet expectations (15). The lack of adjustments both creates an expectation and makes it more difficult for youth to meet the expectation, limiting learning opportunities by limiting the opportunity for «I cans» to occur (13). The youth have firsthand experience with the impact that adjustments in physical activity can have on their participation experiences and are able to identify when adjustments are required, but this does not seem to improve their access to adjustments in activity settings in the home environment. The findings of the group environment at VHC creating the feeling of being one among many with differences and promoting learning echoes the results from previous studies in similar environments (3-7, 10, 11). The youth reflecting on their bodies afterwards shows a changed view of self that remains after returning home from VHC, they approach activities with a new self-understanding brought on by participation in the activity environment at VHC. Participation in this environment in this way impacts development of identity as a person with disability, this finding is supported by the findings of factors impacting development of disability identity from Forber-Pratt et al (8). Negative attitudes of others have been found to be a factor that may negatively impact participation experience in the home environment in other studies (2, 9). Unlike the findings in other studies (3, 4, 7) the youth are aware of the adjustments they need and desire but do not describe an increased ability to voice these needs and have them met, showing a need for more action to prepare both youth and the local environment for their return. The importance of environmental factors on experience of activity participation shows a need for more action to adjust environments and explore factors that may contribute to changing attitudes. Methodological considerations This study had a limited number of participants, all the same age, limiting the generalizability for youth with physical disability in general. However, through the use of theoretical perspectives and common experiences, the findings in this study may be transferable to youth in similar situations. Interviews provide reflections on previously lived experiences through the lens of current understanding (12). The youths’ views and understandings of their experiences at and after VHC will likely change, this study provides insight into the youth’s understanding of their experiences within the first few months of returning home from VHC. Conclusion VHC provides an activity environment that promotes learning about oneself and one’s capabilities for youth with physical disability. The most valued aspects of this environment highlight to youth what they desire in their home environments and how lacking these aspects may hinder their equal participation and learning of oneself through movement. The activity environment at VHC accepts and celebrates difference, whereas at home difference may be purposefully overlooked or judged. Negative attitudes towards differing participation hinder access to adjustments in activity and can create negative activity experiences for participants with disability. Youth view adjustments as an acceptance of difference and as facilitators to participation and learning. Youth experience that being able to influence their own participation facilitates their learning. Future research should be done to explore how local environments can be adjusted to support youth with disability in their participation and learning. References 1. Om Valnesfjord helsesportssenter n.d. [https://www.vhss.no/om-oss/category848.html 2. Miklos M, Jahnsen R, Nyquist A, et al. «Here we are together, at home you are alone» - social interactions and personal engagement during a group-based rehabilitation program for young adults with disability. Disabil Rehabil. 2022; 44(9): 1631-41. Doi: https://doi.org/10.1080/09638288.2021.1921060 3. Nyquist A, Jahnsen RB, Moser T, Ullenhag A. The coolest I know - a qualitative study exploring the participation experiences of children with disabilities in an adapted physical activities program. Disabil Rehabil. 2020; 42(17): 2501-9. Doi: https://doi.org/10.1080/09638288.2019.1573937 4. Wedege P, Mæland S, Divanoglou A, Abrahamsen FE. Enriching the lives of children with acquired brain injury and their caregivers: experiences from peer
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