While the arts have gained a more prominent place in inclusive educational settings, inclusive arts programming in the context of community recreation requires further exploration. In my practice I have found that while inclusive arts opportunities are in high-demand, programs that run are typically infrequent and short-term, leaving many potential participants without a space to explore the arts. In this research I undertook a phenomenological inquiry into the experience of ten practitioners providing inclusive arts programs. Practitioners were drawn from Southwestern and Northwestern Ontario, and from a variety of arts-based fields. This exploration examined practitioners’ images and understandings of inclusion, disability, the arts, and their experiences with inclusive arts programs. The key essences which emerged as components of the inclusive arts experience for practitioners were: Inclusive Arts as an Enabling Space; Exploring Potential through Creative Expression; Flexibility, Adaptations, and Possibilities for Inclusion; Valuing Sameness and Difference in Ability and the Arts; Practitioners’ Experiences of Receiving Gifts and Feeling Strained; and, Embodying Inclusive Arts Values. Practitioners’ experiences within inclusive arts programs were impacted by the values associated with inclusion and the arts. Practitioners who embodied those values in their everyday life found inclusive arts programming to be highly rewarding and meaningful, despite sometimes significant financial and emotional challenges. The essences are also discussed in relation to three cross-cutting aspects of the practitioners’ experience: the medical and social construction of disability, art as inclusion, and the notion of embodiment.

The purpose of this narrative inquiry was to explore how parents understand and experience their child’s involvement and non-involvement in community leisure experiences. The study involved five parents with children between eight and twenty-one years of age, and asked them about the recreation experiences of their child who had a cognitive and/or physical disability. Narrative methodology enabled a holistic, comprehensive and personal approach to exploring their experiences. Each parent completed two narrative interviews, the first to produce a narrative account and the second to explore the meaning of his or her narrative. This study used a two step analysis process to explore the narratives. The descriptive analysis focused on establishing the context, and creating the narrative account using the interview transcripts and my interpretation of the stories. An interpretive analysis was completed in three phases to explore the purpose of the story, the order and sequence and presentation of self, and explored the cultural practices of the narratives. From the narratives I found many parents told their stories for other parents or recreation practitioners. The key message from the stories was the importance of recreation for social networking for both parent and child. Important spaces from the stories were identified: space to be social, space to succeed and space to be engaged or included. Other characters played critical roles in the recreation experiences. Internal conflict was often experienced by parents where the desire for the child to participate clashed with the parents’ hesitation, concern, or schedule. The final phase of analysis revealed a difference between my understandings of key terms (segregation, integration and inclusion) and the parents’ understandings of those terms. Many parents and children had experienced a level of exclusion both from and within recreation experiences. Inclusion was found to be an enabling and disabling practice. I found gains in political power developed through increases in social and psychological power. Levels of trust and the phases of empowerment were important to the parents’ understandings of inclusion. The conclusions identified the parents as being responsible for negotiating recreation, and the children had an awareness of their disability. Finally, discrepancies about the meaning of segregation, integration and inclusion were identified.

While the arts have gained a more prominent place in inclusive educational settings, inclusive arts programming in the context of community recreation requires further exploration. In my practice I have found that while inclusive arts opportunities are in high-demand, programs that run are typically infrequent and short-term, leaving many potential participants without a space to explore the arts. In this research I undertook a phenomenological inquiry into the experience of ten practitioners providing inclusive arts programs. Practitioners were drawn from Southwestern and Northwestern Ontario, and from a variety of arts-based fields. This exploration examined practitioners’ images and understandings of inclusion, disability, the arts, and their experiences with inclusive arts programs. The key essences which emerged as components of the inclusive arts experience for practitioners were: Inclusive Arts as an Enabling Space; Exploring Potential through Creative Expression; Flexibility, Adaptations, and Possibilities for Inclusion; Valuing Sameness and Difference in Ability and the Arts; Practitioners’ Experiences of Receiving Gifts and Feeling Strained; and, Embodying Inclusive Arts Values. Practitioners’ experiences within inclusive arts programs were impacted by the values associated with inclusion and the arts. Practitioners who embodied those values in their everyday life found inclusive arts programming to be highly rewarding and meaningful, despite sometimes significant financial and emotional challenges. The essences are also discussed in relation to three cross-cutting aspects of the practitioners’ experience: the medical and social construction of disability, art as inclusion, and the notion of embodiment.

The purpose of this narrative inquiry was to explore how parents understand and experience their child’s involvement and non-involvement in community leisure experiences. The study involved five parents with children between eight and twenty-one years of age, and asked them about the recreation experiences of their child who had a cognitive and/or physical disability. Narrative methodology enabled a holistic, comprehensive and personal approach to exploring their experiences. Each parent completed two narrative interviews, the first to produce a narrative account and the second to explore the meaning of his or her narrative. This study used a two step analysis process to explore the narratives. The descriptive analysis focused on establishing the context, and creating the narrative account using the interview transcripts and my interpretation of the stories. An interpretive analysis was completed in three phases to explore the purpose of the story, the order and sequence and presentation of self, and explored the cultural practices of the narratives. From the narratives I found many parents told their stories for other parents or recreation practitioners. The key message from the stories was the importance of recreation for social networking for both parent and child. Important spaces from the stories were identified: space to be social, space to succeed and space to be engaged or included. Other characters played critical roles in the recreation experiences. Internal conflict was often experienced by parents where the desire for the child to participate clashed with the parents’ hesitation, concern, or schedule. The final phase of analysis revealed a difference between my understandings of key terms (segregation, integration and inclusion) and the parents’ understandings of those terms. Many parents and children had experienced a level of exclusion both from and within recreation experiences. Inclusion was found to be an enabling and disabling practice. I found gains in political power developed through increases in social and psychological power. Levels of trust and the phases of empowerment were important to the parents’ understandings of inclusion. The conclusions identified the parents as being responsible for negotiating recreation, and the children had an awareness of their disability. Finally, discrepancies about the meaning of segregation, integration and inclusion were identified.

Recreation planning occurs in many Ontario municipalities, yet there is little research on the factors leading to successful implementation. Recreation departments are often asked to do more with less, which is difficult without a comprehensive plan. The current study examined nine Ontario municipalities to determine the factors that lead to implementation of their recreation master planning. Results revealed that there are many factors required for implementation, including: creating a comprehensive terms of reference, educating staff on planning principles, working with a planning consultant, working successfully with other municipal departments, involving a variety of stakeholders in the process, having the plan available to the public, and creating a method for reviewing and updating the plan. The study also found that the planning process should include: thoughtfulness when creating the terms of reference, extensive public consultation, effective staff consultation, frequent council input, consultation with a recreation planner, and a method for updating and reviewing the plan. The research also found that the plan content should include: goals, background information, internal and external resource, facility and program inventory, public consultation results, and an extensive implementation section.

Learning does occur at camp, but what kind of learning? And do what participants learn at camp transfer to other parts of a young persons’ life after the camp experience? This evaluation research study was designed to compare what a camp program anticipates as its outcomes to what outcomes it actually achieves. It set up an outcome evaluation that sought to understand what program staff at Camp Giving Tree anticipate are the developmental outcomes for students attending a 3-day, 2-night School-Camp Partnership Program (SCPP) as compared with teachers’ perspectives on their students’ developmental outcome achievements as a result of their participation in the SCPP. This study found that camp staff and teachers perceived that at camp, student learning was connected to four main themes: (1) positive risk taking, (2) social competencies and comforts, (3) engagement with creative thinking (4) strength of character. One month after camp however, teachers observed that hardly any transfer seemed occurred in their students’ behaviour at school. Even though hardly any transfer was reported, teachers believed that camp gave their students hope and optimism for their future and that if school was more like camp, their students would be able to learn more. The discussion focuses on three main themes: (1) on the concept of transfer as it relates to program structure and the prediction of behaviour change (2) positive risk taking related to the concepts of positive psychology and optimism and (3) the idea that learning can be more enjoyable if it includes reflection, if it promotes creative thinking and if the learning environment is highly social. This study’s conclusions suggest opportunities in: future research design and future youth programming opportunities (especially related to ongoing support after a single recreation experience). Finally, this study urges people, programs and institutions directly involved with youth development to take on more of a deliberate role in supporting transfer from one experience to another for young people.

Recreation planning occurs in many Ontario municipalities, yet there is little research on the factors leading to successful implementation. Recreation departments are often asked to do more with less, which is difficult without a comprehensive plan. The current study examined nine Ontario municipalities to determine the factors that lead to implementation of their recreation master planning. Results revealed that there are many factors required for implementation, including: creating a comprehensive terms of reference, educating staff on planning principles, working with a planning consultant, working successfully with other municipal departments, involving a variety of stakeholders in the process, having the plan available to the public, and creating a method for reviewing and updating the plan. The study also found that the planning process should include: thoughtfulness when creating the terms of reference, extensive public consultation, effective staff consultation, frequent council input, consultation with a recreation planner, and a method for updating and reviewing the plan. The research also found that the plan content should include: goals, background information, internal and external resource, facility and program inventory, public consultation results, and an extensive implementation section.

Learning does occur at camp, but what kind of learning? And do what participants learn at camp transfer to other parts of a young persons’ life after the camp experience? This evaluation research study was designed to compare what a camp program anticipates as its outcomes to what outcomes it actually achieves. It set up an outcome evaluation that sought to understand what program staff at Camp Giving Tree anticipate are the developmental outcomes for students attending a 3-day, 2-night School-Camp Partnership Program (SCPP) as compared with teachers’ perspectives on their students’ developmental outcome achievements as a result of their participation in the SCPP. This study found that camp staff and teachers perceived that at camp, student learning was connected to four main themes: (1) positive risk taking, (2) social competencies and comforts, (3) engagement with creative thinking (4) strength of character. One month after camp however, teachers observed that hardly any transfer seemed occurred in their students’ behaviour at school. Even though hardly any transfer was reported, teachers believed that camp gave their students hope and optimism for their future and that if school was more like camp, their students would be able to learn more. The discussion focuses on three main themes: (1) on the concept of transfer as it relates to program structure and the prediction of behaviour change (2) positive risk taking related to the concepts of positive psychology and optimism and (3) the idea that learning can be more enjoyable if it includes reflection, if it promotes creative thinking and if the learning environment is highly social. This study’s conclusions suggest opportunities in: future research design and future youth programming opportunities (especially related to ongoing support after a single recreation experience). Finally, this study urges people, programs and institutions directly involved with youth development to take on more of a deliberate role in supporting transfer from one experience to another for young people.

This study seeks to deepen knowledge and understanding of the tourist gaze and tourist photography. The original concept of the ‘tourist gaze as proposed by John Urry is inherently Western-centric and, as a consequence, it is arguably of limited value as a conceptual framework for appraising the tastes, gazes and, more generally, the visual practices of the increasing number of non-Western tourists’. At the same, despite the fact that, in recent years, smart phone cameras have become widely used by people both in their everyday lives in general and in their travels in particular, few attempts have been made to explore and analyse the potential transformations brought to the landscape of the tourist photography by the increasing use of smart phone cameras. The purpose of this thesis, therefore, is to re-conceptualise and study empirically the tourist gaze and tourist photographic behaviour, as influenced by a variety of social, cultural and technological factors, amongst non-Western tourists. More specifically, it aims to explore the visual preferences of Chinese tourists in the UK, to consider critically what and how they take photographs of, and to evaluate the extent to which their gazes, their performance of gazing and their photographic practices are shaped by social, cultural and technological factors. In order to meet this aim, the qualitative research method of visual autoethnography is employed during two field studies with Chinese tourists in the UK. More precisely, a first field study was based on a seven-day package tour undertaken with eighteen Chinese tourists, visiting a total of thirteen destinations around British destinations. The second field study, in contrast, involved the researcher undertaking a five-day holiday with six Chinese tourists to the Isle of Wight off the south coast of England. During these two field studies, the researcher adopted the role of ‘researcher-as-tourist’, engaging in travel with the respondents, staying in the same accommodation, joining in with their activities and taking photographs with them. These first-hand travel and photographic experiences conspired to become an integral part of the resultant data resources which were not only analysed but also shared with the respondents during interviews with them. From the data collected during the two field studies and, indeed, the autoethnographic experiences of the researcher, it became clearly evident that smart phone cameras had become the principal means of taking photographs amongst Chinese tourists. Moreover, smart phone cameras have also altered the landscape of tourist photography, primarily by de-exoticising this practice and further enhancing its ‘playfulness’ and increasing its social functions. During the field studies, the Chinese tourist respondents engaged in a variety of visual and photographic activities, purposefully including but by no means being confined to an interactive game of photo-taking and photo-sharing, imagining authenticity, sensing the passing of time from gazing on natural spectacles, and deliberately observing what they considered to be ‘advanced’ aspects of the toured destination. Based upon these identified performances and practices, this thesis proposes the concept and framework of the Chinese tourist gaze. That framework essentially establishes what Chinese tourists prefer to see during their travels and seeks to explain why and how they see certain specific spectacles or tourist objects. At the same time, it theoretically re-situates both their gazes and their ways of gazing within a network of influential social, cultural and technological factors, including: the travel patterns of the élite in pre-modern China; the cultural characteristics of Chinese people; the intertwining of contemporary communication and photography technologies; and, the fusion of the Chinese nation-state, its economic policies policies and the resultant social and environmental problems that have emerged over the last three decades. Moreover, the framework points to potential future transformations in the Chinese tourist gaze, such as the de-exoticisation of that tourist gaze. The principal contribution of this thesis to extant knowledge is the concept and framework of the Chinese tourist gaze, as this may provide future researchers with the foundation for continuing to study and more profoundly understand the tastes, gazes, practices of gazing and other visual activities, including photography, of Chinese tourists. Indeed, given the inherent Western-centric bias in the relevant literature, an appropriate theoretical framework enabling them to do has, arguably, not previously existed. In addition, the dimensions and characteristics of tourist smart-phone-photography revealed in this research are of much significance, contributing to a deeper, richer understanding of transformations in the practice of tourist photography and, in particular, of why and how contemporary Chinese tourists take photographs. Furthermore, through identifying and exploring how the Chinese respondents in this study shared their photographs, greater knowledge and understanding has emerged of Chinese tourists’ technological travel communication and connections as well as their attitudes towards and use of the multiplicity of social networking sites and mobile-apps.

Considering that Patello-Femoral Pain (PFP) is responsible for over 25% of all road cycling related injury and over 65% of injuries in the lower limb, alongside trauma related pain it remains the main injury affecting experienced and elite cyclists and is commonly treated using taping. Taping can broadly be categorised into ‘McConnell’ and ‘Kinesiology type tape’ (KTT) as these are seen as recognised clinical approaches in dealing with patella tracking and pain issues. The aim was to collect specific data to inform and develop a study into current taping techniques used in cycling related knee pain. An online questionnaire determined the techniques used by clinicians treating elite and experienced cyclists. Recruitment was through professional networking and the social network Twitter™. The questionnaire indicated a clear preference for the use of KTT. A specific taping technique was identified for use in a laboratory-based study. Respondents indicated their rationale for using tape, which included pain reduction, neuro-muscular adaptation, placebo and altered biomechanics. A subsequent study then investigated the interventions, KTT, neutral tape and no taping, alongside comparing asymptomatic (n=12) and symptomatic (n=8) cyclists. Each cyclist conducted three separate and randomised intervention tests at three powers (100W,200W,300W) on a static trainer. Kinematic data were collected using a 10-camera Oqus 3 motion analysis system. Reflective markers were placed on the foot, shank, thigh and pelvis using the CAST technique. This study showed significant differences in the knee, ankle and hip kinematics between cyclists with and without knee pain. The knee had increased ROM (coronal) in those with knee pain (p=0.005 or 18% change) whereas in the hip, those with knee pain had less movement (p=0.001 or 26% change). The ankle however had an increase in movement (transverse) in those with knee pain (p=0.034 or 14% change). Significant differences in hip, knee and ankle kinematics on the application of KTT were found, however these had no identifiable pattern that suggested any clinical indication. Interestingly, similar levels of differences were also found with the neutral taping application, which indicated that a specific technique might not be critical. It was also noted that 200 watts of power produced the most pain response during testing (33% change) which may have a practical application to future taping related clinical testing. If we are looking to establish a biomechanical change using KTT, ROM may indeed be reduced, however individuals had different patterns of movement, which did not appear to indicate a consistent or predictable effect. This may mean that pain reduction is more likely through a mechanism of neuromuscular adaptation or proprioception. It appears unclear whether a specific technique of application is fundamental to outcome. The hip, knee and ankle variants may aid clinical application when treating cycling related knee pain through screening and testing. This variation in movement may be linked to increased patello-femoral (PF)/tibio-femoral contact areas and PF stress when significant power is applied during cycling. The findings indicated a proximal to distal relationship, which is in line with current evidence and has implications to rehabilitation. Taping reduced pain, however it is likely that this effect is not what the anecdotal rhetoric presumes. If the intent is to use the tape to elicit specific biomechanical changes then this is difficult to substantiate and measure. If the expectations are purely around pain then it is likely that pain will be decreased using KTT, albeit short term. Further work is clearly required in the area of PFP and cycling.