| Literature DB >> 32156205 |
Bente Skovsby Toft1, Kathleen Galvin2, Claus Vinther Nielsen3, Lisbeth Uhrenfeldt4.
Abstract
Background: In-depth understanding of the experiences of both well-being and suffering in relation to being severely obese and becoming active through lifestyle intervention is lacking.Aim: to explore and describe adults' existential experiences of being active, when living within a large body-before and during a lifestyle intervention.Entities:
Keywords: Adults; experience; hermeneutics; life style; lifeworld; obesity; physical activity; qualitative study; well-being
Mesh:
Year: 2020 PMID: 32156205 PMCID: PMC7144297 DOI: 10.1080/17482631.2020.1736769
Source DB: PubMed Journal: Int J Qual Stud Health Well-being ISSN: 1748-2623
Details of age and BMI for participants (n = 16) entering the study
| Age | BMI | |||
|---|---|---|---|---|
| Gender | Range | Median | Range | Median |
| Females | 27-59 | 38* | 40-48 | 41,25* |
| Males | 25-68 | 47* | 41-55 | 44,25* |
| Both | 25-68 | 43,5** | 40-55 | 43** |
*median: mean values of observation 5 and 6 ** median: mean values of observation 8 and 9
Characteristics of participants at the time of inclusion (n = 16)
| # | Gender | AdultAge/y | BMI/ | Interview | Demography: | Socio-economy; | Education level, employment, |
|---|---|---|---|---|---|---|---|
| 1 | F | 59 | 43 | 1 + 2 | Single | Urban townhouse | Medium-level education, early retirement |
| 2 | F | 27 | 40 | 1 | Cohabiting partner | Rural house | Medium-level education, on sick leave, |
| 3 | F | 35 | 42 | 1 + 2 | Single | Urban apartment | High-level education, full-time employment |
| 4 | F | 55 | 46 | 1 + 2 | Single | Urban apartment | Medium-level education, unemployed |
| 5 | F | 41 | 48 | 1 | Married, ≤ 2 children | Urban house | Medium-level education, on sick leave. |
| 6 | F | 30 | 40 | 1 + 2 | Single, ≤ 2 children | Urban townhouse | Low-level education, unemployed/on sick leave |
| 7 | F | 30 | 40 | 1 + 2 | Married, ≥ 3 children, | Urban apartment | Low-level education, unemployed |
| 8 | F | 53 | 40,5 | 1 | Single | Urban apartment | Middle education, full-time employment |
| 9 | M | 53 | 41 | 1 + 2 | Single | Urban house | Low-level education, early retirement |
| 10 | M | 49 | 42,4 | 1 | Cohabiting partner | Urban apartment | Medium-level education, part time employment |
| 11 | M | 60 | 44,5 | 1 + 2 | Married | Rural farm house | Medium-level education, full-time employment |
| 12 | M | 42 | 55 | 1 | Single | Urban house | Medium-level education, full-time employment |
| 13 | M | 68 | 46 | 1 + 2 | Single | Urban apartment | Medium-level education, retired |
| 14 | M | 39 | 43 | 1 | Single, ≤ 2 children | Urban townhouse | Low-level education, unemployed |
| 15 | M | 45 | 44 | 1 + 2 | Married, ≥ 3 children | Urban rented house | Low-level education, unemployed |
| 16 | M | 25 | 47 | 1 + 2 | Single | Urban 1-room rented apartment | Low-level education, unemployed |
Low-level education refers to lower-secondary education; medium-level education refers to post-secondary education; high-level education refers to university college/tertiary education.
Example of the step-wise analysis process
| Interview round 1 | Interview round 2 | ||||
|---|---|---|---|---|---|
| 1) Listening and reading interviews and making summery narratives. | 2) Interview guide with additional clarifying questions based on the first interview round and preliminary interpretation by first author. | 3) A reflection of the meaning units in relation to the aim of the study. | 4) Interpretation based on lifeworld experiences of well-being among participants. | 5) The reflective development of sub-themes and themes | 6) The essential meaning of the participants’ voices |
Examples of meaning units, transformed meaning units, meaning for well-being, suffering and dimensions of experiences
| Meaning unit | Transformed meaning unit | Meaning for well-being and suffering | Dimensions of experiences |
|---|---|---|---|
| “I don’t want to show myself … I just didn’t feel like taking of all my clothes when having fun under the sheets” Female #6, before intervention” | Feeling unattractive brings feelings of embarrassment and avoidance of sexual activity | Sense of being thwarted and defeated | Living within a downward spiral |
| “When I’m not in so much pain so I can start working out, because that’s what it’s going to take for me to lose weight and to make it less difficult for me to move around with my disabilities. I feel like it catches up to you. And that circle is so hard to break, because it’s so difficult doing it on your own” Female #1, before intervention | Pain limits the possibility of being active and losing weight | ||
| “I can get a little angry with myself … get that feeling … you’re so lazy or you’re so stupid. That puts you in a bad mood which also takes the fun out of working out” Female #3, before intervention | Blame, mood and exercise are interacting negatively | Tackling energy depletion and sense of self | |
| “I’m very nice, to others, and think more about others than myself. I should think a little more about myself … I put others first and then myself last when I run out of energy. And then I don’t do anything for myself” Female #6, before intervention | Caring for others takes up energy for caring for oneself | ||
| “It means a lot that I get beaten that little voice in my head that says: Well, you can | Fighting one´s inner voice of blame is comforting | Hoping for renewal and energized resoluteness | Striving for enjoyment and settlement |
| “It gave me a feeling of happiness to go for a walk and I could do that | Feeling physical capable brings a feeling of improved mood and vitality | ||
| “I have to or I will never get on. It is kind of difficult sometimes to get everything sorted, but I am trying | Feeling obligated to keep trying | Enduring discomfort and feeling safe | |
| “Maybe it | Discomfort of others |