Play and Health Among a Group of Adult Business Executives

This study was carried out to investigate the opinions of teachers who participated in the youth camp without disabilities organized for individuals with intellectual disabilities. The research was conducted in twelve teachers who participated in the barrier-free youth camp organized in Mersin province Silifke district and were selected through easily accessible situation sampling. Data were collected by means of personal information forms created by the researchers together with semi-structured interview questions, while the content analysis method was used for data analysis. Five main themes and ten sub-themes, dependent on the former, emerged from the findings. The expectations of the participating teachers before the camp started were determined to contribute to the socialization of the students, and their expectations regarding the camp environment were positive. Relating their experiences during the camp, the teachers stated that the activities prepared for the students were organized according to the latters’ characteristics, with enriched and well-developed content. Although the camp was suitable for students with intellectual disabilities in terms of accessibility, they reported that there was no canteen in the camp to meet their daily needs. They found the camp to be beneficial for students to integrate, socialize and act independently. After the camp had finished, the teachers expressed their satisfaction with the experience, concluding that it had been productive both for their professional development and for the students. However, they suggested increasing the duration and number of the camps and simplifying the arrival and departure procedures.

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What Really Happens When Adults Play?

Tyler

2021

Research Anthology on Adult Education and the Development of Lifelong Learners

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Play is an increasingly popular process for working with groups of adults in a range of contexts. We are increasingly sophisticated in our ability to integrate creative forms of play into our facilitated work with groups, often with excellent outcomes. Experience and research have deepened our understanding of how to design and implement powerful and effective playful scenarios in connection to objectives for adult learning and performance. We are convinced, intuitively and experientially, about the value of play. However, our confidence in the efficacy of play seems not to be matched by clear insights into why and how play actually achieves results. This conceptual article builds a case for the importance of understanding the nature of the influence play has on psychosocial spaces and group energy in the interest of better informing our application of play as a learning intervention. It advocates for designing ways of systematically and qualitatively researching the influence of play as it unfolds in real time. A brief case study of a simple experiment undertaken by the author at a session of the 2016 Playful Learning Conference is described here as a thought-starter for ways we might explore the psychosocial and energetic dynamics fostered when we introduce play as a way of purposefully engaging adult learners.

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Play and Health Among a Group of Adult Business Executives

Cited by 4 publications

References 14 publications

Does participation of nursing students in social activities affect their social emotional learning skills?

Does participation of nursing students in social activities affect their social emotional learning skills?

Every Camp Has a Story: Barrier Free Youth Camp with Teacher Narratives

What Really Happens When Adults Play?

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