Experiences of Playing Volt Hockey With Focus on Well-Being According to Positive Emotion, Engagement, Relationships, Meaning, Achievement: An Interview Study

Abstract

Volt hockey is a team sport developed for persons with physical disabilities, but its influence on well-being is unknown. Elements of well-being have been described as positive emotions, engagement, relationships, meaning, and achievement constituting a theoretical framework referred to as PERMA. The purpose of this study was to describe how well-being according to PERMA is reflected in the experiences of playing volt hockey. Data were collected through focus group and individual interviews including 21 players. A deductive analysis was conducted using the elements in PERMA as preexisting main categories with an additional main category, named resources needed. Findings showed that all five elements constituting well-being according to PERMA were reflected in the experiences of playing volt hockey. In addition, players emphasized the importance of having the resources needed to play volt hockey. In conclusion, having the opportunity to enjoy playing volt hockey enabled the players to flourish and experience feelings of subjective well-being.

Enhancing inclusive physical activity for students with disabilities: Patterns and opportunities

“…In the light of this, study by Clemes et al (2015) found physical inactiveness to be at the higher side more significantly among young individuals with disabilities, and this partly could be due to school-related sedentary behaviors. Based on this development, students with disabilities find it difficult to integrate into the larger community (Aho et al, 2021) due to fear of neglect and segregation. However, the school environment, which should be the avenue for developing students self-development and improvements (Gullu, 2021) and for building students' competence (Rotolo et al, 2020) is to encourage and promote physical activeness rather encourages physical inactiveness due to the long periods of time spent in classrooms (Clemes et al, 2015).…”