Gamers are, like Yamauchi, described as nonconformist, creative, and self-confident persons, who seem unafraid to make mistakes (Beck and Wade 2004). Is it true that games present us with an opportunity to develop a particular identity, or are specific people attracted to games that create these opportunities? In the last decade, research has been conducted into the (playful) organizational style of gamers, and into the leadership qualities that may be developed in a game (DeMarco, Lesser, and O’Driscoll 2007; Reeves and Malone 2007). The search for an answer to the above question is the aim of this chapter. To be more specific, we would like to better understand identity construction and representation. For this reason we would like to further elaborate on the notion of playful identity as discussed in the introductory chapter of this volume. In contrast to other identity constructs, a playful identity characterizes someone’s ludic activities without immediately discussing the valuing and moralizing practices arising from these activities
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Augmented Play Spaces (APS) are (semi-) public environments where playful interaction isfacilitated by enriching the existing environment with interactive technology. APS canpotentially facilitate social interaction and physical activity in (semi-)public environments. Incontrolled settings APS show promising effects. However, people’s willingness to engagewith APSin situ, depends on many factors that do not occur in aforementioned controlledsettings (where participation is obvious). To be able to achieve and demonstrate thepositive effects of APS when implemented in (semi-)public environments, it is important togain more insight in how to motivate people to engage with them and better understandwhen and how those decisions can be influenced by certain (design) factors. TheParticipant Journey Map (PJM) was developed following multiple iterations. First,based on related work, and insights gained from previously developed andimplemented APS, a concept of the PJM was developed. Next, to validate and refinethe PJM, interviews with 6 experts with extensive experience with developing andimplementing APS were conducted. Thefirst part of these interviews focused oninfluential (design) factors for engaging people into APS. In the second part, expertswere asked to provide feedback on thefirst concept of the PJM. Based on the insightsfrom the expert interviews, the PJM was adjusted and refined. The Participant JourneyMap consists of four layers: Phases, States, Transitions and Influential Factors. There aretwo overarchingphases:‘Onboarding’and‘Participation’and 6statesa (potential)participant goes through when engaging with an APS:‘Transit,’‘Awareness,’‘Interest,’‘Intention,’‘Participation,’‘Finishing.’Transitionsindicate movements between states.Influential factorsare the factors that influence these transitions. The PJM supportsdirections for further research and the design and implementation of APS. Itcontributes to previous work by providing a detailed overview of a participant journeyand the factors that influence motivation to engage with APS. Notable additions are thedetailed overview of influential factors, the introduction of the states‘Awareness,’‘Intention’and‘Finishing’and the non-linear approach. This will support taking intoaccount these often overlooked, key moments in future APS research and designprojects. Additionally, suggestions for future research into the design of APS are given.
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Background: Innovative technologies such as game consoles and smart toys used with games or playful approaches have proven to be successful and attractive in providing effective and motivating hand therapy for children with cerebral palsy (CP). Thus, there is an increased interest in designing and implementing interventions that can improve the well-being of these children. However, to understand how and why these interventions are motivating children, we need a better understanding of the playful elements of technology-supported hand therapy.Objective: This scoping review aims to identify the playful elements and the innovative technologies currently used in hand therapy for children with CP.Methods: We included studies that design or evaluate interventions for children with CP that use innovative technologies with game or play strategies. Data were extracted and analyzed based on the type of technology, description of the system, and playful elements according to the Lenses of Play, a play design toolkit. A total of 31 studies were included in the analysis.Results: Overall, 54 papers were included in the analysis. The results showed high use of consumer technologies in hand therapy for children with CP. Although several studies have used a combination of consumer technologies with therapeutic-specific technologies, only a few studies focused on the exclusive use of therapeutic-specific technologies. To analyze the playfulness of these interventions that make use of innovative technologies, we focused our review on 3 lenses of play: Open-ended Play, where it was found that the characteristics of ludus, such as a structured form of play and defined goals and rules, were the most common, whereas strategies that relate to paidia were less common. The most commonly used Forms of Play were physical or active form and games with rules. Finally, the most popular Playful experiences were control, challenge, and competition.Conclusions: The inventory and analysis of innovative technology and playful elements provided in this study can be a starting point for new developments of fun and engaging tools to assist hand therapy for children with CP.
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More and more municipalities are, fortunately, working on play-friendly public spaces. However, many policy visions and investments are still based on assumptions made by municipal officials or suppliers of play equipment.
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The curriculum of the Electrical and Electronic Department has been changed enormously in the past decade. Fewer lessons and many more projects were introduced. Meanwhile it has become a topic at Dutch educational institutes to feel not only responsible for improvement of theoretical and practical skills, but also of 'competences' in a broader sense. The projects are quite well guided in the beginning and become much more open ended in the last part of the curriculum. In that last part we also work with industrial and with international partners in IPD projects. It turns out that students want to keep the same roles in the teams that they are subsequentially a member of. With the introduction of competences and the aid of a student portfolio we want to give opportunities to the students to improve their competences. We try to persuade them to play many different roles in the project teams. In this paper we show you how we are implementing our ideas.
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Background Wheelchair tennis, a globally popular sport, features a professional tour spanning 40 countries and over 160 tournaments. Despite its widespread appeal, information about the physical demands of wheelchair tennis is scattered across various studies, necessitating a comprehensive systematic review to synthesise available data. Objective The aim was to provide a detailed synthesis of the physical demands associated with wheelchair tennis, encompassing diverse factors such as court surfaces, performance levels, sport classes, and sexes. Methods We conducted comprehensive searches in the PubMed, Embase, CINAHL, and SPORTDiscus databases, covering articles from inception to March 1, 2023. Forward and backward citation tracking from the included articles was carried out using Scopus, and we established eligibility criteria following the Population, Exposure, Comparison, Outcome, and Study design (PECOS) framework. Our study focused on wheelchair tennis players participating at regional, national, or international levels, including both juniors and adults, and open and quad players. We analysed singles and doubles matches and considered sex (male, female), sport class (open, quad), and court surface type (hard, clay, grass) as key comparative points. The outcomes of interest encompassed play duration, on-court movement, stroke performance, and physiological match variables. The selected study designs included observational cross-sectional, longitudinal, and intervention studies (baseline data only). We calculated pooled means or mean differences with 95% confidence intervals (CIs) and employed a random-effects meta-analysis with robust variance estimation. We assessed heterogeneity using Cochrane Q and 95% prediction intervals. Results Our literature search retrieved 643 records, with 24 articles meeting our inclusion criteria. Most available information focused on international male wheelchair tennis players in the open division, primarily competing in singles on hard courts. Key findings (mean [95% CI]) for these players on hard courts were match duration 65.9 min [55.0–78.8], set duration 35.0 min [28.2–43.5], game duration 4.6 min [0.92–23.3], rally duration 6.1 s [3.7–10.2], effective playing time 19.8% [18.9–20.7], and work-to-rest ratio 1:4.1 [1:3.7–1:4.4]. Insufficient data were available to analyse play duration for female players. However, for the available data on hard court matches, the average set duration was 34.8 min [32.5–37.2]. International male players on hard court covered an average distance per match of 3859 m [1917–7768], with mean and peak average forward speeds of 1.06 m/s [0.85–1.32] and 3.55 m/s [2.92–4.31], respectively. These players executed an average of 365.9 [317.2–422.1] strokes per match, 200.6 [134.7–299.0] per set, 25.4 [16.7–38.7] per game, and 3.4 [2.6–4.6] per rally. Insufficient data were available for a meta-analysis of female players’ on-court movement and stroke performance. The average and peak heart rates of international male players on hard court were 134.3 [124.2–145.1] and 166.0 [132.7–207.6] beats per minute, and the average match heart rate expressed as a percentage of peak heart rate was 74.7% [46.4–100]. We found no studies concerning regional players or juniors, and only one study on doubles match play. Conclusions While we present a comprehensive overview of the physical demands of wheelchair tennis, our understanding predominantly centres around international male players competing on hard courts in the open division. To attain a more comprehensive insight into the sport’s physical requirements, future research should prioritise the inclusion of data on female and quad players, juniors, doubles, and matches played on clay and grass court surfaces. Such endeavours will facilitate the development of more tailored and effective training programmes for wheelchair tennis players and coaches.
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The wide diffusion of the "Entrapped Suitors" story-type has often been observed: examples are found in a remarkable number of literatures, ranging from English, French and Greek in the West, to Persian, Arabic and Kashmiri in the East. However, a text of this type that is often overlooked is the Middle Dutch play Een Speel Van Drie Minners ("A Play of Three Suitors"). This is despite the fact that it represents a highly idiosyncratic variation on the story, as it replaces the central moral with something more scabrous. We offer here a comprehensive discussion of this singular text and its narrative form, with an English verse-translation appended.
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In the Netherlands, palliative care is provided by generalist healthcare professionals (HCPs) if possible and by palliative care specialists if necessary. However, it still needs to be clarifed what specialist expertise entails, what specialized care consists of, and which training or work experience is needed to become a palliative care special‑ist. In addition to generalists and specialists, ‘experts’ in palliative care are recognized within the nursing and medical professions, but it is unclear how these three roles relate. This study aims to explore how HCPs working in palliative care describe themselves in terms of generalist, specialist, and expert and how this self-description is related to their work experience and education. Methods A cross-sectional open online survey with both pre-structured and open-ended questions among HCPs who provide palliative care. Analyses were done using descriptive statistics and by deductive thematic coding of open-ended questions. Results Eight hundred ffty-four HCPs flled out the survey; 74% received additional training, and 79% had more than fve years of working experience in palliative care. Based on working experience, 17% describe themselves as a generalist, 34% as a specialist, and 44% as an expert. Almost three out of four HCPs attributed their level of expertise on both their education and their working experience. Self-described specialists/experts had more working experience in palliative care, often had additional training, attended to more patients with palliative care needs, and were more often physicians as compared to generalists. A deductive analysis of the open questions revealed the similarities and dis‑ tinctions between the roles of a specialist and an expert. Seventy-six percent of the respondents mentioned the impor‑tance of having both specialists and experts and wished more clarity about what defnes a specialist or an expert, how to become one, and when you need them. In practice, both roles were used interchangeably. Competencies for the specialist/expert role consist of consulting, leadership, and understanding the importance of collaboration. Conclusions Although the grounds on which HCPs describe themselves as generalist, specialist, or experts difer, HCPs who describe themselves as specialists or experts mostly do so based on both their post-graduate education and their work experience. HCPs fnd it important to have specialists and experts in palliative care in addition to gen‑eralists and indicate more clarity about (the requirements for) these three roles is needed.
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The professional growth of midwives, essential for optimizing midwifery leadership globally, can be enhanced through twinning collaborations. How twinning promotes growth is unclear. This case study explores how professional growth is affected by cultural differences between twins. We used a longitudinal qualitative design including data from open-ended questionnaires and focus groups. These data were analyzed using a content analysis. Our findings show that cultural differences were capable of both hindering and facilitating professional growth. Within the complex dynamics of twinning, professional growth was facilitated by twins’ preparedness to bridge cultural differences. Common goals positively influenced this process. Friction was more likely, and professional growth was hindered, when midwives were unprepared to bridge cultural differences. To optimize professional growth through twinning, we recommend a clear focus on common goals and consideration of the interaction between the length of a project and the extent of the cultural differences between twins.
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