European Journal of Adapted Physical Activity 17, 14 (2024) | DOI: 10.5507/euj.2024.011

“When We Dance It’s Never Just Dancing...”: Understanding the experiences and perspectives of adult dancers with neurodevelopmental disability.

Jacqueline C. Ladwig¹, Elena M. Broeckelmann¹, Kathryn M. Sibley^2,3, Jacquie Ripat⁴, Cheryl M. Glazebrook^1,*

¹ Faculty of Kinesiology and Recreation Management, University of Manitoba, Winnipeg, Manitoba;

² Department of Community Health Sciences, Max Rady College of Medicine, Rady Faculty of Health Sciences, University of Manitoba, Winnipeg, Manitoba

³ George and Fay Yee Centre for Healthcare Innovation, University of Manitoba, Winnipeg, Manitoba;

⁴ Department of Occupational Therapy, College of Rehabilitation Sciences, University of Manitoba, Winnipeg, Manitoba;

Dance is an activity that engages the physical, cognitive, and social dimensions of movement and health. Research in dance and disability is often focused on reducing symptoms and behaviours, rather than individual experiences. Using a constructionist lens, we explored the meaning of dance as shared through personal narratives from adult dancers who live with neurodevelopmental disability and aimed to deepen our understanding of their experiences and perspectives on instruction. Interviews were conducted with 14 dancers from across Canada and the United States. Through an iterative thematic analysis, we identified three main themes and contextualized them using the combined constraints model of motor development and embodied knowledge theory: i) dance is who I am, ii) dance provides skills for life, iii) inclusive instruction and culture that supports me as a dancer. Collectively the dancers gained a sense of direction and belonging that fueled their motivation to interact socially. We also found that through strengths-based and person-centered approaches the dancers experienced greater purpose, direction, and gained skills applicable to dance and daily life.

Keywords: dance pedagogy; inclusion; disability; lived experience; qualitative; constraints model; instruction; learning environment; adaptive physical activity

Received: April 18, 2024; Revised: September 5, 2024; Accepted: October 25, 2024; Published online: December 17, 2024  Show citation