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Stephen Harvey and Brendon Hyndman

this current study to support the findings from the open-ended questions asked in the final section of the survey. Qualitative data The Leximancer text mining software was utilized to assist researchers in analyzing data generated from the final section of the survey about why the PE professionals used

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Michael L. Naraine and Milena M. Parent

The purpose of this study was to examine sport organizations’ social-media activity using an institutional approach, specifically, to investigate the main themes emanating from Canadian national sport organizations’ (CNSOs) social-media communication and the similarities and differences in social-media use between the CNSOs. An exploratory qualitative thematic analysis was conducted on 8 CNSOs’ Twitter accounts ranging from 346 to 23,925 followers, with the number of tweets varying from 219 to 17,186. Thematic analysis indicated that CNSOs generally used tweeting for promoting, reporting, and informing purposes. Despite the organizations’ differing characteristics regarding seasonality of the sport, Twitter-follower count, total number of tweets, and whether the content was original or retweeted, themes were generally consistent across the various organizations. Coercive, mimetic, and normative isomorphic pressures help explain these similarities and offer reasons for a lack of followership growth by the less salient CNSOs. Implications for research and practice are provided.

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Bridie Kean, David Fleischman and Peter English

been previously used successfully (see English, 2014 ). This was determined after a pilot analysis of cross-coding among the researchers included uniform responses to questions. Data from the N  = 38 web pages were analyzed via SPSS and Leximancer. SPSS was used to analyze the frequency of category

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Evan Frederick and Ann Pegoraro

(see Strauss & Corbin, 1990 ), which is when connections are made between categories, effectively bringing separate categories together under the umbrella of an “overarching theory or principle” ( Lindlof & Taylor, 2011 , p. 252). After the traditional inductive analysis, we used Leximancer

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Chelsee A. Shortt, Collin A. Webster, Richard J. Keegan, Cate A. Egan and Ali S. Brian

#page=224 Hyndman , B. , & Pill , S. ( 2017 ). What’s in a concept? A Leximancer text mining analysis of physical literacy across the international literature . European Physical Education Review, 24 , 292 – 313 . doi:10.1177/1356336X17690312 10.1177/1356336X17690312 Jurbala , P. ( 2015 ). What

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James Mandigo, Ken Lodewyk and Jay Tredway

. ( 2017 ). What’s in a concept? A Leximancer text mining analysis of physical literacy across the international literature . European Physical Education Review, 20 , 1 – 22 . IBM Corp . ( 2016 ). IBM SPSS statistics for windows, Version 24.0 . Armonk, NY : IBM Corp . International Physical

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Daniel B. Robinson, Lynn Randall and Joe Barrett

, Canada : Author . Retrieved from https://www.ednet.ns.ca/files/curriculum/physed_4-6_streamlined.pdf Hyndman , B. , & Pill , S. ( 2017 ). What’s in a concept? A leximancer text mining analysis of physical literacy across the international literature . Advance online publication. European Physical

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Cara Shearer, Hannah R. Goss, Lowri C. Edwards, Richard J. Keegan, Zoe R. Knowles, Lynne M. Boddy, Elizabeth J. Durden-Myers and Lawrence Foweather

). What’s in a concept? A Leximancer text mining analysis of physical literacy across the international literature . European Physical Education Review, Advance online publication. doi:10.1177/1356336X17690312 International Physical Literacy Association (IPLA) . ( 2017 ). IPLA definition . Retrieved

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Richard J. Keegan, Lisa M. Barnett, Dean A. Dudley, Richard D. Telford, David R. Lubans, Anna S. Bryant, William M. Roberts, Philip J. Morgan, Natasha K. Schranz, Juanita R. Weissensteiner, Stewart A. Vella, Jo Salmon, Jenny Ziviani, Anthony D. Okely, Nalda Wainwright and John R. Evans

Leximancer text mining analysis of physical literacy across the international literature . European Physical Education Review, 24 , 292 – 313 . doi:10.1177/1356336X17690312 10.1177/1356336X17690312 International Physical Literacy Association . ( 2017 ). IPLA definition . Retrieved from https