Landscape of practice: a participatory approach to creating a trauma- and violence-informed physical activity social learning space

ABSTRACT

Social learning spaces, such as communities of practice or landscapes of practice, are purported to promote ongoing education and meaningful engagement which can lead to innovations. This research explores the potential of a social learning space focused on expanding the use of trauma- and violence-informed physical activity (TVIPA) approaches to improve access to physical activity resources for individuals who (have) experience(d) trauma. As part of a larger feminist participatory action mixed-methods study, the purpose of this qualitative research is twofold: 1) to determine if the development of a social learning space, such as a community of practice or a landscape of practice was warranted by TVIPA experts and community leads; and 2) to understand the characteristics of a successful social learning space. Semi-structured interviews (n = 10) were conducted with key informants from the fields of TVIPA and social learning. Through inductive reflexive thematic analysis, two themes were identified: 1) a successful community of practice require funding, exchange, collaboration, and reflective practice; and 2) a community of practice must be aligned with the goals of the community, hold true to the tenets of TVI programming, and be multidisciplinary/levelled. Our findings support the development of a TVIPA landscape of practice that involves all stakeholders, particularly community members and program participants, with the aim of supporting individuals who have experienced trauma to be physically active.

KEYWORDS:

• Physical activity
• trauma- and violence- informed physical activity
• social learning space
• landscapes of practice
• communities of practice

Disclosure statement

No potential conflict of interest was reported by the author(s).

Data availability statement

The data that support the findings of this study are available from the corresponding author, FD, upon reasonable request.

Additional information

Funding

This work was supported by the Social Sciences and Humanities Research Council under Grant 435-2020-0757.

Notes on contributors

Elia Palladino

Elia Palladino, MSc, Health Wellness and Equity Research Group at Carleton University

Francine Darroch

Francine Darroch, Assistant Professor, Director of the Health and Wellness Equity Research Group. Her SSHRC- funded research focuses on trauma- and violence-informed and equity-oriented approaches to health promotion and physical activity. She leads the Health Wellness and Equity Research Group.

Lilly Jean-Pierre

Lilly Jean-Pierre, MSc Graduate Student Researcher, Health Wellness and Equity and Research Group at Carleton University

Mary Kelly

Mary Kelly, Qualitative health researcher and writer.

Candace Roberts

Candace Roberts, MSc, is a doctoral student in the Department of Health Sciences at Carleton University. Her research focuses on health inequities within diverse communities using a trauma-and violence-informed lens. Her interests include community engagement, health promotion, and social learning.

Lyndsay Hayhurst

Lyndsay Hayhurst, Assistant Professor in the School of Kinesiology and Health Science at York University in Toronto, Canada. Her research interests include sport for development and peace (SDP); gender-based violence and sexual and reproductive health in/through SDP.