Major themes | Sub-themes |
---|---|
Personal investment | Varying participation |
Dwindling participation | |
Progressive commitment | |
Inadequate coordination | Improved consistency needed |
Need to start on time | |
Timing is critical | |
Misinformed on support | |
Proactive resolutions needed | |
Underwhelming experience | No improvement |
Tepid attitude toward SKY Schools | |
Stagnant growth | |
Rewarding experience | Positive response to SKY Schools |
Better than anticipated | |
Practical | |
Improved lifestyle | |
Improved emotional adaptability | Relaxing technique |
Restorative | |
Enhanced emotional regulation | |
Improved focus | |
Increased resiliency | |
SKY Schools as a coping mechanism | |
Interpersonal dynamics | Supportive community (change to Social facilitation) |
Meet and greet needed | |
Social dining suggested | |
Lack of trust | |
Existing peer relationships | |
Influence of gender | |
Facilitator influence | Accessible facilitators |
Supportive facilitators | |
Insufficient support | |
Overenthusiastic instructors (change to facilitators) | |
Participant accountability | |
Program discipline required | |
Lax instructors (change to lax facilitators) | |
Rigid dietary options | |
Structural suggestions | Improvements to structure |
Appropriate session duration | |
Disruptive transition | |
Suggested enhancements | Environmental improvements |
Valuing extrinsic benefits | |
Good location | |
Adverse effects |