Browsing by Author "Din, Cari"

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    Attitudes and Experiences of LGBTQI2S Inclusion in Figure Skating: The Role of Known Intergroup Contact
    (2019-08-13) Schnell, Andrew Jonathan; Bridel, William; Godley, Jenny; Paskevich, David M.; Din, Cari; Janoviček, Nancy
    The sport landscape has shifted in recent years in relation to LGBTQI2S inclusion by way of greater awareness through academic research and popular publications, increased numbers of publicly “out” athletes, and the development of ally organizations. In an effort to augment academic and practitioner knowledge, this research project explored contemporary attitudes of athletes, coaches, officials, and administrators toward LGBTQI2S persons in figure skating. An online survey with Likert-scale and open-ended questions was made available to current members of Skate Canada, the national governing body for figure skating in Canada. Intergroup contact theory and queer theory were utilized as the theoretical foundations through which to analyse and cogitate data generated from 106 responses. Results from the quantitative and qualitative analyses indicated (1) that attitudes toward LGBTQI2S inclusion in figure skating were mostly positive, albeit with some reservations stemming from concerns about the fair and equal participation of trans persons in sport; (2) that known intergroup contact was significantly connected to attitudes toward LGBTQI2S inclusion, particularly in relation to personal support and advocacy of these persons; (3) that individuals’ underlying (non)heteronormative assumptions regarding gender as essentialist or relativist contributed greatly to the conceptualization of trans inclusion in sport as either fair or unfair; and, (4) that respondents tended to phrase their support of LGBTQI2S persons as a desire or willingness to seek educational and/or advocacy opportunities regarding inclusive practices. The knowledge gained from this research will be used to invoke more inclusive practices within Canadian figure skating specifically, as well as sport more generally. Increased quantity and quality of intergroup contact with LGBTQI2S persons, and improved educational/environmental advocacy for inclusion in figure skating and sport more generally are recommended.
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    Canadian Female Alpine Athletes’ Constructions of Risk and Gender
    (2020-11-04) Kelly, Danika; Bridel, William; Din, Cari; McDonough, Meghan H.; Johnston, Dawn
    Female alpine athletes’ constructions of gender and risk are poorly addressed in the academic record. The vast majority of publications focus on the reproductive risks inherent in being in a less oxygenated environment and not on the experiences of female alpinists themselves. For my master’s project, I explored the experiences of female athletes in alpine sport. The primary objective was to gain greater understanding of Canadian female athletes’ constructions of gender and risk in alpine environments and in relation to the larger cultural context. Informed largely by Michel Foucault’s concepts of agency and governmentality, as well as Pirkko Markula’s feminist interpretations of Foucault’s perspectives on the (moving) body, and following the tenets of feminist qualitative research methods, I interviewed women alpine athletes living in and around Calgary, Alberta, Canada. Five participants agreed to complete two one-on-one interviews using go-along or moving interviewing techniques; they also agreed to take part in a guided-group-conversation comprised of all five participants and me. The process of analysis was completed, in part, through participant validation between each interview and thus, participant-driven analysis was integral to this project. Participants constructed gender and risk largely through a comparison of doing what they felt they ought, which usually centred on their careers and families, and what they wanted, which centred on the draw that they felt toward the alpine. Valuable insights were also gained on research methods and (the making of) community.
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    Community dance supports older adults’ successful aging, physical literacy, and embodiment: a case study
    (2022-07) Paglione, Vanessa; Kenny, Sarah J.; McDonough, Meghan H.; Din, Cari; Bridel, William
    Community dance offers a physical, artistic, and social activity led by a dance artist, which encourages participation at any age or skill level. As Canada’s population ages, there is a need to understand programming which may be enjoyable and motivating to participate in and supports numerous aspects of older adults’ lives. Dancing has the potential to support many aspects of health, yet current literature focuses primarily on the physical health benefits of dancing. This thesis examined one specific dance class, striving to gain insight about the holistic benefits related to aging, experiences of physical activity, and embodiment that community dance may offer older adults. The first study included three semi-structured interviews with the dance instructor to explore their perspective on the impact participation in community dance class had on participants, and the pedagogical behaviors used to elicit those benefits when instructing the class. The second study included semi-structured interviews with five older adults to examine their experiences of participating in the community dance class. Collectively, interviews with both the instructor and dancers suggested dancing offered an opportunity for older adults to connect to their own embodiment. Social connection and music were perceived in both studies as essential to the dancing experience. Dance can support feelings of confidence when instructors intentionally strive for participants to experience success. The dance class also offered an opportunity for older adults to connect to their creativity and artistry. Artistry and creativity can positively contribute to one’s psychosocial experiences of physical activity and ability to connect with others. Overall, dancing offers a promising activity that supports older adults in numerous aspects of their lives. Policy that supports funding for and access to facilitates to offer community dance programming is needed.
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    Effects of a Structured Exergaming Curriculum on Postural Balance in Older Adults
    (2019-07-03) Hashim, Jawad; Katz, Larry; Doyle-Baker, Patricia; Din, Cari; Tang, Anthony
    Postural balance is a key component of mobility and functional independence, and it progressively declines in older adults. This randomised control trial (n=42) assigned participants aged 65 and over, in a six-week exergaming balance training (EBT) program using the Nintendo® Wii Fit U™ platform, a traditional balance training (CBT) program, and a control group in order to examine the effectiveness of these training programs in improving balance. The outcomes were measured at pre, post and three weeks follow up. The results suggested that dynamic balance improved in the EBT group as measured by Fullerton Advanced Balance Scale (Pre: 31.797 ± 1.556 SE, Post: 34.130 ± 1.315 SE, p<0.05) and Gait Speed (Pre: 0.865 m/s ± 0.040 SE, Post: 1.013 m/s ± 0.040, p<0.05). No significant changes were observed in self-reported measures of balance (Activities-specific Balance Confidence Scale and Tinetti Falls Efficacy Scale) and static balance as measured by center of pressure excursion in the intervention groups. These findings should guide future researchers and health professionals about exergames selection, utility and application in balance rehabilitation programs.
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    Emotional Intelligence and Transformational Leadership in Sport Coaches: The Mediating Role of Coaching Efficacy and the Relationship to Coach-Athlete Relationships
    (2023-05-10) Garcia Orellana, Daniela; Paskevich, David; Dorsch, Kim; Din, Cari
    The aim of this research was to develop greater insight into the relationships between coaching efficacy, transformational leadership, emotional intelligence in addition to coach-athlete relationships. Due to the limited research of these variables in the field of sport psychology, one-hundred and forty-seven coaches associated with Hockey Calgary completed the Coaching Efficacy Scale (CES; Feltz et al., 1999), Multifactor Leadership Questionnaire (MLQ; Bass, 1998), Schutte’s Emotional Intelligence Scale (SEIS) (Schutte et al., 1998) and the Coach-Athlete Relationship Questionnaire (CART-Q; Jowett & Ntoumanis, 2004). Using Structural Equation Modeling (SEM) to examine the hypothetical mediational effect of coaching efficacy (CE) between emotional intelligence (EI) and transformational leadership (TFL). Additionally, coach-athlete relationships were examined to see how this measure correlated with EII, Ce, and TFL. Based on SEM, the final model had a good fit for the data, where coaching efficacy had a significant positive direct effect on transformational leadership, emotional intelligence, and coach-athlete relationships. A significant finding was that coaching efficacy partially mediated the relationship between emotional intelligence and transformational leadership. Pearson correlation analyses were also conducted and found that positive moderate correlations (r = 0.4-0.59) were found between most variables on the CES, MLQ, SEIS and CART-Q and negative weak correlations were found between the transactional leadership variables in the MLQ and variables of the CES, SEIS and CART-Q.
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    Evaluation of the LTD program on the psychological development in athletes
    (2023-04-27) McLean, Maxime; Paskevich, David; Din, Cari; Dorsch, Kim; Goss, Judy
    The Long-Term Development (LTD) model is utilized by multiple National Sport Organization (NSO) to aid in the development and progression of individuals who partake in physical activity. The LTD model consists of 7 stages (Active Start; FUNdamentals; Learn to Train; Train to Train; Train to Compete; Train to Win; Active for Life) which track and progress various skills during target training times to aid in improving performance. The LTD model works on developing five elements of sport which consists of physical, technical, tactical, psychological, and emotional skills. Under the current LTD model, there lacks research on the Psychological Skills Training (PST) that are implemented throughout the stages of development. A content analysis was conducted to determine upper level categories in regards to PST for determining the type of psychological skills being prescribed at the Train to Train; Train to Compete; Train to Win stages. Twelve upper level categories were found through this content analysis 1) Individual Psychological Preparation, 2) Psychological Skills Development, 3) Competition Plans & Routines, 4) External Factors, 5) Arousal, Anxiety and Stress Management, 6) Communication, 7) Sport Enjoyment, 8) Self-Talk, 9) Goal Setting, 10) Imagery/Visualization, 11) Teamwork Components, 12) Focus/Refocus. An evaluation of these categories and the progression between the stages being analyzed were shown to have inconsistencies in progression and prescription. An analysis to determine the prevalence of PST in various sport types (Individual; Team; Combative; Artistic) was also completed. Findings show a lack of regularity in PST recommendation throughout both stages and sport types. Intentional practice and consistency should be advised to ensure adequate understanding and utilizing PST.
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    Experiences With Social Participation in Group Physical Activity Programs for Older Adults
    (Human Kinetics, Inc., 2021-06-24) Zimmer, Chantelle; McDonough, Meghan H.; Hewson, Jennifer; Toohey, Ann; Din, Cari; Crocker, Peter R.E.; Bennett, Erica V.
    Little is known about how social participation can be facilitated among older adults in group physical activity and its psychosocial benefits that contribute to successful aging. This study aimed to understand older adults’ experiences with social participation in group physical activity programs. Using interpretive description methodology, 16 observations, eight focus groups, and two interviews with participants unable to attend focus groups were conducted with adults 55 years and older attending programs across four recreation facilities. Group programs were found to influence social participation through (a) a meaningful context for connecting and (b) instructors’ expectations of social interaction. Social participation in these programs addressed psychosocial needs by (c) increasing social contact and interaction, (d) fostering social relationships and belonging, and (e) promoting regular engagement. Training for instructors should include balancing the physical aspects of program delivery with the social, while also considering older adults’ diverse needs and preferences for social interaction.
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    Incorporating Universal Design for Learning in Disciplinary Contexts in Higher Education
    (University of Calgary, 2021) Abegglen, Sandra; Aparicio-Ting, Fabiola; Arcellana-Panlilio, Mayi; Behjat, Laleh; Brown, Barbara; Clancy, Tracy; DesJardine, Patricia; Din, Cari; Ferreira, Carla; Hughson, E. Anne; Kassan, Anusha; Klinke, Chelsea; Kurz, Ebba; Neuhaus, Fabian; Pletnyova, Ganna (Anna); Paul, Robyn Mae; Peschl, Houston; Peschl, Rosalynn; Squance, Rod; Dyjur, Patti
    Universal Design for Learning (UDL) is a set of principles that can be used to guide course design and delivery with the goal of enhancing the learning for the greatest number of students. Incorporating UDL in higher education is complex, varied and nuanced work that instructors are doing to meet the learning needs of students in their classes. In this guide we illuminate different ways in which UDL principles have been implemented across disciplines and in different ways to enhance student learning. Each chapter offers a case of how UDL has been incorporated into learning experiences in higher education. Our goal is to provide discipline-based examples of courses that illustrate how UDL can be incorporated into a higher education context. Along the way, we hope you will be inspired by the work of others. We wish you great success in your journey to teach courses that are increasingly accessible and inclusive!
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    Instructor Social Support in the Group Physical Activity Context: Older Participants’ Perspectives
    (Human Kinetics, 2023-03-22) Morrison, Lindsay; McDonough, Meghan H.; Zimmer, Chantelle; Din, Cari; Hewson, Jennifer; Toohey, Ann; Crocker, Peter R. E.; Bennett, Erica V.
    Instructors in organized physical activity classes can be a source of social support through their relationships with participants, influence on participants’ interactions with each other, and design of activities. Grounded in interpretive description, the objective of this study was to examine older adults’ experiences of and their perspectives on group physical activity instructors’ supportive behaviors. Observations of 16 group physical activity classes (N = 295) and focus groups or interviews with N = 38 class participants aged ≥ 55 (n = 29 women) were conducted at four municipal recreation facilities in a Canadian city. Five themes shed light on how instructors provided social support: (a) supporting autonomous engagement, (b) developing caring connections, (c) fostering trust through expert instruction, (d) managing conflict directly and effectively, and (e) creating a climate where people want to go. Instructor training should consider older adults’ social support needs and help instructors embody behaviors that support continued physical activity participation, thereby contributing to healthy aging.
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    Social support among older adults in group physical activity programs
    (Taylor and Francis, 2022-01) Zimmer, Chantelle; McDonough, Meghan H.; Hewson, Jennifer; Toohey, Ann M.; Din, Cari; Crocker, Peter R. E.; Bennett, Erica V.
    Group physical activity programs provide opportunities for older adults to receive social support, which is known to be positively associated with physical activity behavior in this population, but further research is needed to understand how this happens. The purpose of this study was to determine the social support needs and challenges experienced by older adults participating in group physical activity programs and identify social support functions and behaviors that enabled their engagement. Using interpretive description methodology, 16 field observations of classes, eight focus group discussions, and interviews with two participants who were unable to attend focus groups were conducted with adults aged 55 and older attending programs across four recreation facilities. Analysis of the data suggested that (a) there is a need for fostering social relationships in programs, which are imperative for receiving social support. Older adults in the programs supported other participants by (b) initiating their engagement in (more) physical activity, (c) helping them sustain their engagement in physical activity, (d) assisting them with recognizing successful engagement in physical activity, and (e) providing comfort and reassurance during difficult times. Social support behaviors that target older adults’ emotional and tangible needs may be most important for promoting and sustaining physical activity. Support provided by other older adults enhanced participants’ motivation and abilities to overcome obstacles, as well as enabled them to pursue opportunities for growth in their unique physical activity journeys.
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    Social support and social barriers for participating in group physical activity among older women living alone
    (Taylor & Francis, 2023-06-27) Beselt, L. Jayne; McDonough, Meghan H.; Hewson, Jennifer; Din, Cari
    Older adults who live alone are more likely to experience social isolation. Physical activity (PA) provides an opportunity and purpose for participating socially, but there may be social barriers for this population. We examined experiences with social support, social connections, and social barriers related to participating in group PA among older adult women who live alone. Older adult women (n = 16; Mage = 66.9 years, the majority of whom were White) who live alone were interviewed, and data were thematically analysed. Perspectives on living alone varied, with some valuing the freedom of not accommodating another person, while others felt it hampered motivation. Group PA contexts could provide a community who would notice if something was wrong, motivation to leave the house, and a source of comparison for inspiration and benchmarking progress, but some experienced a lack of support and women varied in their perspectives on what supports met their needs. Barriers included challenges with engaging with unfamiliar social groups alone. Many discussed the perspective that they took responsibility for motivating their own PA. Living alone has varied advantages and challenges, and PA may fill support needs in this population. Programs should consider barriers such as the awkwardness of entering social situations alone, and structure classes to encourage social participation and opportunities for building closer connections for those who seek them.
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    Social Support for Physical Activity Among Older Adults: An Examination of Two Populations at Increased Risk of Social Isolation
    (2020-08) Beselt, Lydia Jayne; McDonough, Meghan H.; Din, Cari; Hewson, Jennifer A.; Walsh, Christine Ann
    Older adults are vulnerable to isolation, and certain groups of older adults are more vulnerable than others, including those who live alone and LGBTQI2S+ older adults. Physical activity with other people can serve as an important opportunity for experiencing social connectedness, social support, and social inclusion. Therefore, it is important to understand how these social experiences are fostered within the context of exercising with other people. This thesis aimed to gain a deeper understanding into how two older adult populations who are vulnerable to social isolation experience social support in physical activity contexts. Qualitative studies can provide valuable insight into the experiences of individuals and how their interactions with their world shape these experiences. These studies used single time-point semi-structured interviews for data-collection which were audio-recorded, transcribed verbatim, and thematically analyzed. Physical activity with other people allowed participants to have a place to belong and feel included, as well as provided them with a meaningful place to engage socially. Experiences with social support varied among participants with some being supported by the presence of others and others by more direct interactions (e.g., asking if they went to class, physical contact). Participants also experienced social barriers related to physical activity including experiencing insecurity related to physical ability or being single when around other people and being active. Group physical activity contexts can be designed to foster social inclusion and provide meaningful social relationships and interactions for those at risk of social isolation and exclusion. Understanding how to support older adults to be physically active could inform initiatives and interventions aimed at promoting physical activity and social and mental well-being.
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    Social supports and barriers for older adults not currently participating in group physical activity
    (Human Kinetics, 2023-08-14) Morrison, Lindsay; McDonough, Meghan H; Hewson, Jennifer; Toohey, Ann; Din, Cari; Kenny, Sarah J; Crocker, Peter
    Group physical activity can provide physical and social benefits; however, social barriers or a lack of social support may affect participation. This study examined social support needs and barriers among older adults who were not participating in group physical activities. Using interpretive description, semi-structured interviews were conducted with 38 older adults (M = 5 70.9 years; 81.6% women). Themes were grouped into two categories. Category one, expectations and initial impressions, consisted of: (1) groups cannot meet everyone's expectations or interests; (2) groups are intimidating to join; and (3) the need for inclusive programming. Category two, social processes within group physical activity, consisted of: (1) modelling physical activity behaviours; (2) sharing information and suggestions about physical activity opportunities; and (3) encouragement and genuine interest. Outreach to this population should aim to address these barriers and utilize these supportive behaviours to reduce feelings of intimidation and promote participation among older adults.
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    “You’re Just Drawing a Line in the Sand”: Transgender and Gender Non-Conforming Persons’ Experiences of Sport and Physical Activity
    (2021-09) Bosnjak, Eva Howlett; Bridel, William; Din, Cari; Johnston, Dawn
    In the last decade, transgender and gender non-conforming persons have gained more visibility in mainstream society and within sport. Despite increases in representation, sport is still primarily organized around the gender binary where men and women—who are expected to have different and distinct bodies—are separated. Because of mainstream binary assumptions about bodies, harmful language, discrimination, and ignorance, these environments have been stigmatizing for and exclusionary of trans and gender non-conforming persons. The current body of literature on trans and gender non-conforming persons in the context of recreational sport and physical activity is relatively small, particularly within the Canadian context. My study sought to address this gap by exploring the experiences of trans and gender non-conforming persons within sport and physical activity in Calgary, Alberta at the recreational level. Six trans and gender non-conforming persons participated in one-on-one semi-structured interviews. Interview transcripts were analyzed using critical discourse analysis where six themes emerged: (1) reasons for participation; (2) the safety of individualized activities; (3) the power of allies; (4) the body; (5) changerooms; and, (6) reflections on policy. The analysis revealed the interconnectedness of the six main themes, as well as how discursively constructed gender norms are reproduced and maintained in sport and physical activity environments. The knowledge gained from this project will aid in the creation of a guide outlining policy and programming recommendations to improve trans inclusion and will be sent to the City of Calgary Recreation Department as well as the Active Living Department at the University of Calgary. Future research should be led by trans and gender non-conforming persons and focus on sport and physical activity at the recreational level outside of Calgary.