To play or not to play? A thematic analysis exploring the impact of adult-play on Primary teachers in Hong Kong.
This study aimed to evaluate the subjective experience of a play-based intervention on a sample of primary school teachers in Hong Kong. Semi-structured interviews and reflective journals provided data for qualitative analysis. Reflexive thematic analysis was applied to establish commonalities and/...
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| Format: | Article |
|---|---|
| Language: | English |
| Published: |
University of Huddersfield Press
2023-12-01
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| Series: | Journal of Play in Adulthood |
| Subjects: | |
| Online Access: | https://www.journalofplayinadulthood.org.uk/article/id/1384/ |
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| _version_ | 1850178393488752640 |
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| collection | DOAJ |
| description | This study aimed to evaluate the subjective experience of a play-based intervention on a sample of primary school teachers in Hong Kong. Semi-structured interviews and reflective journals provided data for qualitative analysis. Reflexive thematic analysis was applied to establish commonalities and/ or disparities in the participants’ lived experiences. Three superordinate themes were identified; perception, psychological impact and possibilities. Participants reported positive psychological responses and enhanced collegial relationships. Some showed awareness of personal and professional growth. Participants’ well-being was not measured or evaluated as part of this study. However, results suggest that play-based interventions for teachers may contribute to increased well-being through play's permeating effects. This may interest school leaders, well-being consultants, and positive psychology professionals administering school-based interventions to improve well-being and teacher collaboration. Adult play, an understudied area within positive psychology, lacks data and empirical research. Therefore, this study contributes to this emerging and exciting field. |
| format | Article |
| id | doaj-art-d01932ecf47d45f2910fb401264d33b9 |
| institution | OA Journals |
| issn | 2632-1254 |
| language | English |
| publishDate | 2023-12-01 |
| publisher | University of Huddersfield Press |
| record_format | Article |
| series | Journal of Play in Adulthood |
| spelling | doaj-art-d01932ecf47d45f2910fb401264d33b92025-08-20T02:18:46ZengUniversity of Huddersfield PressJournal of Play in Adulthood2632-12542023-12-015210.5920/jpa.1384To play or not to play? A thematic analysis exploring the impact of adult-play on Primary teachers in Hong Kong.This study aimed to evaluate the subjective experience of a play-based intervention on a sample of primary school teachers in Hong Kong. Semi-structured interviews and reflective journals provided data for qualitative analysis. Reflexive thematic analysis was applied to establish commonalities and/ or disparities in the participants’ lived experiences. Three superordinate themes were identified; perception, psychological impact and possibilities. Participants reported positive psychological responses and enhanced collegial relationships. Some showed awareness of personal and professional growth. Participants’ well-being was not measured or evaluated as part of this study. However, results suggest that play-based interventions for teachers may contribute to increased well-being through play's permeating effects. This may interest school leaders, well-being consultants, and positive psychology professionals administering school-based interventions to improve well-being and teacher collaboration. Adult play, an understudied area within positive psychology, lacks data and empirical research. Therefore, this study contributes to this emerging and exciting field.https://www.journalofplayinadulthood.org.uk/article/id/1384/Adult-playPlay-based LearningTeacher Well-beingSchool Based InterventionsCovid-19Positive Psychology Interventions |
| spellingShingle | To play or not to play? A thematic analysis exploring the impact of adult-play on Primary teachers in Hong Kong. Journal of Play in Adulthood Adult-play Play-based Learning Teacher Well-being School Based Interventions Covid-19 Positive Psychology Interventions |
| title | To play or not to play? A thematic analysis exploring the impact of adult-play on Primary teachers in Hong Kong. |
| title_full | To play or not to play? A thematic analysis exploring the impact of adult-play on Primary teachers in Hong Kong. |
| title_fullStr | To play or not to play? A thematic analysis exploring the impact of adult-play on Primary teachers in Hong Kong. |
| title_full_unstemmed | To play or not to play? A thematic analysis exploring the impact of adult-play on Primary teachers in Hong Kong. |
| title_short | To play or not to play? A thematic analysis exploring the impact of adult-play on Primary teachers in Hong Kong. |
| title_sort | to play or not to play a thematic analysis exploring the impact of adult play on primary teachers in hong kong |
| topic | Adult-play Play-based Learning Teacher Well-being School Based Interventions Covid-19 Positive Psychology Interventions |
| url | https://www.journalofplayinadulthood.org.uk/article/id/1384/ |