, 2008 ) behind the possible effectiveness of falls prevention programs. There is a clear evidence gap for effective falls prevention interventions for older people returning to the community after being hospitalized for a fall. This mixed-methods pilot study aimed to identify the feasibility and
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Emma Renehan, Claudia Meyer, Rohan A. Elliott, Frances Batchelor, Catherine Said, Terry Haines, and Dianne Goeman
Danielle Peers, Lindsay Eales, Kelvin Jones, Aidan Toth, Hernish Acharya, and Janice Richman–Eisenstat
meaningful? Methods Mixed-Method Design and Paradigmatic Considerations This project answers Bouffard’s ( 2014 ) powerful editorial call for more interdisciplinary collaboration and conversation in Adapted Physical Activity Quarterly. As Bouffard argued, the benefits of these complex collaborations include
Mathieu Michaud, William J. Harvey, and Gordon A. Bloom
Mixed methods research (MMR) is a comprehensive approach to provide a thorough understanding of interrelated issues that surround children and adolescents with a disability 1 in physical activity (PA; Harvey et al., 2020 ). It may enable the design of intricate research studies and interventions
Christopher Maechel, Todd M. Loughead, V. Vanessa Wergin, Tom Kossak, and Jürgen Beckmann
of social interaction and exchange of information for shared leadership as an emergent phenomenon. Hence, the purpose of this mixed-methods study was to develop, implement, and evaluate a solution-focused intervention that viewed shared leadership as an emergent phenomenon. For this, we followed a
Javier Pérez-Tejero, Mauro Grassi-Roig, Javier Coterón, and Yeshayahu Hutzler
divisions” ( Comisión Nacional de Baloncesto en Silla de Ruedas [CNBSR], 2018 ). Based on this plan, the purpose of the current article is to describe and synthesize the perceptions of Spanish WB stakeholders (players, coaches, referees, and club managers) regarding RI in WB from a mixed-method perspective
Thomas O. Minkler, Sam Zizzi, Blake Costalupes, and D. Jake Follmer
mindfulness on sport performance differed by readiness. Method Research Design and Sampling The present study utilized a mixed-method, descriptive design. To meet inclusion criteria, athletes had to be current National Collegiate Athletic Association (NCAA), National Association of Intercollegiate Athletics
Inimfon A. Essiet, Elyse Warner, Natalie J. Lander, Jo Salmon, Michael J. Duncan, Emma L.J. Eyre, and Lisa M. Barnett
focuses on teachers’ perspectives on the assessment of PL. Both quantitative and qualitative viewpoints were explored to address the research questions, utilizing an explanatory sequential mixed methods study design (quantitative → qualitative; Creswell & Creswell, 2017 ). This included an initial
Petra V. Kolić, David T. Sims, Kirsty Hicks, Laura Thomas, and Christopher I. Morse
activity as a result of menstrual events. Methods Design The authors utilized a mixed-methods design, throughout which they adopted a pragmatic research positioning in line with Morgan ( 2007 ). Within this view, emphasis is on (a) drawing on the strengths of quantitative and qualitative methods, (b
Carlos Capella-Peris, Jesús Gil-Gómez, and Òscar Chiva-Bartoll
producing new and interesting findings regarding the application of this methodology in PE, and, specifically, to promote the TC of PTs. Moreover, the use of mixed methods is an original approach in these kinds of studies ( Cervantes & Meaney, 2013 ), allowing us to analyze the research question from both
Breanna J. Drew, Jordan T. Sutcliffe, Sarah K. Liddle, Mark W. Bruner, Colin D. McLaren, Christian Swann, Matthew J. Schweickle, and Stewart A. Vella
specifically, we were interested in retrospective acceptability—participants’ experiences and responses to the intervention. To achieve this aim, we employed a two-phased mixed-methods design. In the first phase (quantitative), we hypothesized that the workshop would lead to greater depression and anxiety
