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Permanent link (DOI): https://doi.org/10.7939/R3BG2HN65

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Pole Fitness and Positive Body Image: An Interpretative Phenomenological Analysis Open Access

Descriptions

Other title
Subject/Keyword
Pole Fitness
Positive Body Image
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Dimler, Ariel J.
Supervisor and department
McHugh, Tara-Leigh F. (Faculty of Physical Education and Recreation)
Examining committee member and department
Markula, Pirkko (Faculty of Physical Education and Recreation)
Clark, Alex (Faculty of Nursing)
Department
Physical Education and Recreation
Specialization

Date accepted
2015-07-09T14:18:40Z
Graduation date
2015-11
Degree
Master of Arts
Degree level
Master's
Abstract
The purpose of this interpretative phenomenological analysis was to describe and interpret the positive body image experiences of women actively involved in pole fitness. Seven women between the ages of 20-36 years participated in one-on-one interviews to discuss their experiences surrounding their bodies and pole fitness. Additionally, participant observation was utilized to provide context for data analysis, and follow-up interviews were utilized to engage in member checking with all participants. Interpretative phenomenological analysis was used to identify five superordinate themes representing the words and experiences of the participants: (1) accepting your body as it is, (2) inner confidence, (3) comfort with sexual expression, (4) supportive environment, and (5) appreciating your body’s abilities. Findings are consistent with emerging conceptualizations of positive body image (e.g., Wood-Barcalow et al., 2010; Tylka & Wood-Barcalow, 2015), and provide insight into a specific context that may be useful in the promotion of positive body image. In addition, findings suggest that pole fitness provides a unique environment in which women can safely engage in sexual exploration. This research suggests that pole fitness may be an avenue by which women can develop and maintain positive body image.
Language
English
DOI
doi:10.7939/R3BG2HN65
Rights
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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