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Table 2 Example of 3 data set summaries

From: "There's nothing I can't do – I just put my mind to anything and I can do it": a qualitative analysis of how children with chronic disease and their parents account for and manage physical activity

Data Set

Alice – 10 year old girl with Type 1 Diabetes

Tom – 5 year old boy with Cystic Fibrosis

Natalie – 16 year old girl with Asthma (from rural area)

Map Illustrations

Drawings of herself skipping with a rope and another playing netball

Drawings of playground equipment and running with his friends

Drawings of her house with a bike, cricket pitch and golf course close by and her school with basketball court, gym, cricket nets and dance studio.

Poster Content

Green (easy) -photos of herself playing netball and playing with her dog

Orange (a little more difficult) -photos playing ball games with friends, riding a scooter, relay running for school team

Red (hard) – written phrase 'Life's not that hard' and pictures of jelly beans 'in case I get low'

Green (easy) – photos with his brother playing at park, jumping on trampoline, riding his bike, bouncing & kicking balls.

Orange (a little more difficult) – a picture climbing a tree.

Red (hard) – photos playing at the beach and holding a rabbit in the backyard.

Green (easy) photos playing cricket, golf and dancing.

No orange

Red (hard) – Photos of outdoor sports fields and she has written the caption that she 'can't play outdoor sports in winter'.

Focus group and commentary re map/poster

Alice reports at home she plays outside with her dog, shoots goals or jumps on her trampoline. At school she skips with her friends and plays softball and netball for the school team.

Jelly beans are kept in school office in case she feels 'low' or requires them before playing a game that needs lots of energy.

Tom says he plays with his friends at school and they run and play on equipment. He also kicks the ball with them and says he can do everything they can. Tom says he gets very tired playing in the sun and plays in the shade.

In reference to his poster he says climbing a tree is hard as "you may fall down" and "Mum says I get tired at the beach" and holding a pet rabbit is hard because they run away.

Natalie says she loves playing cricket and golf. She tap dances 5 times a week and studies dancing as a school subject. She reports she usually takes her 'puffer' before sports. She participates in sports at school but had one bad experience with a teacher who would "scream" at her if she sat down and "she made us (other class members as well) keep going when you just couldn't".

Parent's focus group/interview

Her mother describes Alice as active and she is more 'sporty' than her brother. She encourages Alice to play sport especially netball but makes sure she eats correctly and has 'back-up' carbohydrates. She reports the school is supportive and teachers give Alice a sweet before running activities.

Tom's mum says he is very active playing but is too young for organized sport. She reports he plays a lot with his brother (a bit older) and they run, play ball games and play wrestle. She reports Tom gets tired after school and the sun can make him tired as well.

Natalie's parents reported they were not very active but Natalie was very active. They drive her long distances for dancing (350 kms each week) but are pleased she loves dancing because 'it is dry and warm'. They report Natalie needs Ventolin when she plays sport but can still get puffed and they have had problems with some teachers not accepting her capacity and limitations when she is not feeling 100%.