Reflection on the role of my research to physical activity and other contexts154

activity and other contexts. My research demonstrated that camaraderie is a motivating force that facilitated the women’s positive body image experiences in CIBC Run for the Cure 5k and dragon boating. Similarly, art therapy has been another context that has been of interest to women with breast cancer and has improved their body image (Svensk, Oster, Thyme, Magnusson, Eiseman et al., 2009; Oster, Svensk, Magnusson, Thyme, Sjodin, et al., 2006). Art therapy has been defined as “a mind–body intervention in supporting the power of the mind to influence the body in ways that encourage and stimulate health and well-being” (Malchiodi 1999, p. 17). Svensk (2009) conducted a study on art therapy and women with breast cancer. In Svensk‘s (2009) study, the women were provided various art materials (e.g., paint, paper, tape, pencils.) to express their cancer experiences over a period of five weeks. Findings showed improved body image and quality of life with decreases in stress, anxiety, and depression. Like physical activity, art therapy may provide the women with an outlet to express their body image and breast cancer experiences. First, art therapy allows the women to engage in an

activity that may be best suited to their individual needs. For example, painting may be an approach for the women that they find best to relieve stress and facilitate their recovery from breast cancer. Painting may provide the women opportunities to create images that speak to how they feel about their body-related changes from cancer, which in turn may act as a coping resource for them to have positive body image

experiences. Second, art therapy may allow the women to focus on “life after breast cancer” similar to that of physical activity. More specifically, painting or other art approaches may provide the women with a focus point on engaging in the activity that deemphasizes the focus on cancer. Like art therapy, Mitchell and Nielsen (2002) found that dragon boating also provided an escape for women to accept their cancer diagnosis while still being able to fight for their physical and emotional health, thus creating “life after breast cancer”.

Even though art therapy may be similar to physical activity contexts, endurance sporting events associated with breast cancer might be unique in two ways. First in my studies, camaraderie allowed the women to focus on their physical capabilities, accept their bodies, and create positive overall body image experiences. More specifically, the women’s shared experiences in CIBC Run for the Cure 5k and dragon boating led to the development of social support and cohesion that created positive body image experiences for the women. Furthermore, the CIBC Run for the Cure 5k and dragon boating also provided comfortable and safe environments for the women to receive information on their body-related changes from cancer. The women were able to share and understand one another’s body image experiences throughout their training for the CIBC Run for the Cure 5k and dragon boating since they frequently engaged in verbal discussions on reconstruction options, side effects of surgeries and treatments, and physical

appearance. McDonough et al. (2007) and Sabiston et al. (2008) also found dragon boating to be a comfortable and safe environment for the women to share and understand each other’s body image experiences. Given that CIBC Run for the Cure 5k and dragon boating were comfortable and safe environments, camaraderie allowed the women to accept their bodies because of the shared breast cancer experience, support, and common bond from other breast cancer survivors. It is important to note that it is possible for

camaraderie to be developed in other contexts such as art therapy; however there is no known research to date that has explored this construct in other contexts.

4.8 Reflection on my role as coach

It is important to highlight my role as a dragon boat coach and some of the challenges and considerations I faced with my research. First, when there was any conflict within the group, I would let the women work things out for themselves unless it was interfering with practice. I then emphasized to the women that we needed to focus on the task at hand (e.g., paddling or working out) and they could resume their

conversation after practice. I also understood that some of the women had been members of the team for a long period of time and just did not get along with some of the other women, so out of respect I never forced the women to have conversations or participate with another woman whom had conflict with to avoid confrontation and respect for the women and the team. However, these instances were rare and few and far between.

Second, my role as a researcher and a coach was at times challenging for the women because I needed to be clear which role I was playing. The dual roles were particularly challenging at times to some of the women when I was conducting Study 2. More specifically, at preseason practices I would be coaching the women on technique in their weight training and then the next minute walking around taking notes. During these times, I was constantly changing between coaching and taking notes, therefore causing the women to sometimes potentially wonder whether I was a coach or researcher at practice. However, to offset this challenge, prior to the start of data collection and throughout Study 2, I emphasized the purpose of my dual role as researcher and coach to the women and continued to talk to the women about my dual roles establishing clarity and purpose for the women during the reminder of data collection. Aoyagia and Portenga (2010) stated that multiple relationships can be complex, but are not considered unethical because they do not necessarily create a violation of boundaries. However, they

suggested that it is important to maintain appropriate boundaries and reflect ethically on each situation and experience that arises to ensure ethical principles are intact. Reflection is also another consideration emphasized by Rogerson and colleagues (2011), they stated that reflection demonstrates competency since it allows for expression of potential biases,

rational thinking, and conflicts of interest. I did my best to follow these suggested ethical considerations by being knowledgeable of my boundaries as a researcher and a coach, stating my biases in my reflexivity (See Chapter 1 Reflexivity) and field notes throughout my studies, as well as engage in ethical conversations with my doctoral supervisor to ensure professionalism and competency was achieved throughout my dissertation.

Third, when I first started coaching the women I was concerned about them taking me seriously because of my inexperience of dragon boating and the gap in our age

differences. There were times when I first starting coaching the women where a couple of the women may have not taken me seriously because I was a young woman in my twenties that did not have breast cancer and had never dragon boated. During this time, I did my best to build trust and rapport with the women as well as demonstrate my interest in learning more about the sport of dragon boating, their body image and breast cancer experiences as women and breast cancer survivors, as well as my knowledge of fitness and health as a kinesiology professional. Once the women got to know me personally they were more receptive to my willingness to learn and the knowledge and experiences that I had to help them to the best of my ability. However, this experience really

reinforced the value of my spending prolonged time in the field with the women in both studies.