Abstract
Circle dance, which derives from the tradition of folk dances, is a popular form of dance and is practised worldwide. As a form of meaningful physical and leisure activity, circle dance can be explored in the context of occupational therapy principles and practices to promote health and well-being. However, to date, the synergy between circle dance, occupational therapy and well-being has yet to be explored. This research develops an understanding of the complexity and meanings attributed to circle dance and its impact on occupational well-being and considers how pedagogic practice might facilitate a sense of well-being in participants.
Using a constructivist approach to grounded theory (Charmaz, 2006), thirty nine in-depth interviews with participants, teachers and coordinators of teacher training programmes from the circle dance network in the United Kingdom (U.K.) were undertaken. The process of simultaneous data collection and analysis culminated in the development of three major categories, representing the meanings and experiences of circle dance participants, teachers and training coordinators. From the intersection of the three major categories, a core category was generated and named by an in-vivo code “There is a place for everybody”. The findings of this study suggest that engagement in circle dance creates meaning and can influence people’s health and well-being; they also highlight the important role that pedagogical practice plays in enriching the experience of the participants and in sustaining occupational engagement and continued involvement.
This investigation provides a detailed knowledge of the process of being engaged in circle dance, whilst informing occupational therapy practice and advancing occupation-based knowledge in the field of leisure, physical activity and wellbeing. It also makes a unique contribution in relation to the pedagogy of circle dance and informs teachers from within the U.K. network offering a comprehensive understanding of the benefits of circle dance.