MEANINGFUL ACTIVITIES OF CHILDREN WITH MITOCHONDRIAL DISORDER 65 3 Productivity activities assist society to facilitate each person to meet individual needs through the use of collective resources. Leisure activities permit the individual to express needs for a creative outlet. Figure 1 presents an overview of the areas, categories and activities; the blue boxes represent the outcomes of the interviews. Using the framework of Reed and Sanderson (1999), two categories, namely mobility/transport activities and therapy activities, were organised between two occupational performance areas. Therapy activities were performed for the purposes of productivity and personal maintenance, whereas mobility/transport activities were performed as leisure and personal maintenance. This difference in meaning in activity is demonstrated in the following quotes: Boy (school age): “I have a special bike. With two wheels at the back and a basket to carry all the groceries when I go shopping with mom or dad. (...). I also cycle to school on it.” Boy (school age): “I love riding my bike, just riding around for fun.” In school activities, children mentioned activities in which they learn by playing. Children did not experience this as a class, but rather as playing, e.g., working on the computer, drawing or painting. Interviewer: “And do you like colouring?” Boy (school age): “At school!” Interviewer: “Do you like doing that?” Boy (school age): “Yes, fun… I like green…It’s nice” The difference between the play/game/hobby activities and sports activities was based on how the activities were organised. Some children performed activities in an organised manner, such as part of a soccer or swimming club; these were categorised among the sports activities. When children performed unorganised activities they were categorised within the play/game/hobby activities. All children expressed self-care, mobility/transport and play/game/hobby activities. Six out of the seven children mentioned school and sports activities. The boy that did not express school activities had finished his schooling and was transitioning into the workforce. The child that did not mention sports activities did participate in play/game/hobby activities, but they were all related to school or part of unorganised play/game/hobby activities. House chores were mentioned by four children across the three profiles. Therapy activities were mostly mentioned by parents who were present at the interviews. They mentioned these activities in three out of five cases
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