Vikki Krane, Mark B. Andersen and William B. Strean
Rebecca L. Vivrette, Laurence Z. Rubenstein, Jennifer L. Martin, Karen R. Josephson and B. Josea Kramer
To determine seniors’ beliefs about falls and design a fall-risk self-assessment and educational materials to promote early identification of evidence-based fall risks and encourage prevention behaviors.
Focus groups with community-dwelling seniors, conducted in two phases to identify perceptions about fall risks and risk reduction and to assess face validity of the fall-risk self-assessment and acceptability of educational materials.
Lay perception of fall risks was in general concordance with evidence-based research. Maintaining independence and positive tone were perceived as key motivators for fall prevention. Seniors intended to use information in the educational tool to stimulate discussions about falls with health care providers.
An evidence-based, educational fall-risk self-assessment acceptable to older adults can build on existing lay knowledge about fall risks and perception that falls are a relevant problem and can educate seniors about their specific risks and how to minimize them.
Øyvind F. Standal
Through the increased use of qualitative research methods, the term phenomenology has become a quite familiar notion for researchers in adapted physical activity (APA). In contrast to this increasing interest in phenomenology as methodology, relatively little work has focused on phenomenology as philosophy or as an approach to professional practice. Therefore, the purpose of this article is to examine the relevance of phenomenology as philosophy and as pedagogy to the field of APA. First, phenomenology as philosophy is introduced through three key notions, namely the first-person perspective, embodiment, and life-world. The relevance of these terms to APA is then outlined. Second, the concept of phenomenological pedagogy is introduced, and its application and potential for APA are discussed. In conclusion, it is argued that phenomenology can help theorize ways of understanding human difference in movement contexts and form a basis of action-oriented research aiming at developing professional practice.
Stefan Walzel, Jonathan Robertson and Christos Anagnostopoulos
Professional team sports organizations (PTSOs) are highly influential in our society. They can both positively and negatively shape the public discourse around responsible norms of behavior. The purpose of this article is to describe and critically review the literature on PTSOs’ corporate social responsibility (CSR) to develop a comprehensive understanding of current and future research directions in the field. Our analysis reviewed articles on CSR within PTSOs and identified publication year; geographical dispersion; journal type; sports contexts; social issues investigated; research approaches and methods; and how CSR was conceptualized, defined, and theoretically supported. The findings indicate that CSR within PTSOs has primarily been investigated in community programs, using qualitative research methods and pragmatically conceptualizing CSR on the basis of return on investments to the organization in European and North American contexts. Our discussion provides a critical review of the literature before outlining avenues for future research and practice.
Michelle A. Grenier
Qualitative research methods were used to explore the factors that informed general and adapted physical education teachers’ coteaching practices within an inclusive high school physical education program. Two physical education teachers and one adapted physical education teacher were observed over a 16-week period. Interviews, field notes, and documents were collected and a constant comparative approach was used in the analysis that adopted a social model framework. Primary themes included community as the cornerstone for student learning, core values of trust and respect, and creating a natural support structure. Coteaching practices existed because of the shared values of teaching, learning, and the belief that all students should be included. Recommendations include shifting orientations within professional preparation programs to account for the social model of disability.
Rebecca A. Zakrajsek, Jesse A. Steinfeldt, Kimberly J. Bodey, Scott B. Martin and Sam J. Zizzi
Although there appears to be greater acceptance and use of sport psychology (SP), fully integrating SP consultants and services into college athletic programs has yet to occur in most institutions. Decisions to initiate, continue, or terminate SP services are often made by coaches. Therefore, college coaches with access to services were interviewed to explore their beliefs and expectations about SP service use and how an SP consultant could work effectively with them and their athletes. Using consensual qualitative research methods, three domains in coaches’ perceptions of SP consultants were revealed: who they are, what they do, and how they do it. Findings illustrate the importance of being “on the same page” with coaches, developing self-reliant athletes, and making an impact while remaining in a supporting role.
Larena Hill and Lisa M. Kikulis
This research examines the dynamics of strategic decision making within the western Canadian university athletic system. Using a framework developed from the Bradford studies (Hickson, Butler, Cray, Mallory, & Wilson, 1986) and Butler (1991), we focused on three key elements of decision making; complexity, politically, and the rules of the game. Using these concepts, this paper presents a case study analysis of the decision process that centered around the potential restructuring of the Canada West University Athletic Association and the Great Plains Athletic Conference. Qualitative research methods were used to collect and analyze data from documents and interview transcripts. The results show that the diversity of interests, level of influence, and both the constraining and enabling rules of the game contribute to the way the decision topic of restructuring was interpreted, what behaviors were enacted, and how the decision making process emerged to deal with this topic.
Alessandro Quartiroli, Edward F. Etzel, Sharon M. Knight and Rebecca A. Zakrajsek
Experienced and senior sport psychology practitioners achieved longevity in effective professional practice by embracing sustainable approaches to their profession, assumed to be influenced by their positive professional quality of life. The aim of this study was to gain insight into how these practitioners defined and attended to their profession-specific quality of life. Utilizing Consensual Qualitative Research method, researchers examined the perceptions and meanings that 20 internationally located practitioners attributed to their Sport Psychology-Professional Quality of Life (SP-PQL). Findings revealed a view of SP-PQL that encompassed five domains: (a) the lived experience of SP-PQL, (b) the nature of the SP profession, (c) SP-PQL as an ongoing journey, (d) deliberate engagement in the SP profession, and (e) the interconnection between the personal and the professional. These practitioners recognized the importance of a positive SP-PQL as a foundation for a positive, effective, and long-lasting career in the field.
Heather K. Neilson, Ruth Ullman, Paula J. Robson, Christine M. Friedenreich and Ilona Csizmadi
The qualitative attributes and quantitative measurement properties of physical activity questionnaires are equally important considerations in questionnaire appraisal, yet fundamental aspects such as question comprehension are not often described in the literature. Here we describe the use of cognitive interviewing to evaluate the Sedentary Time and Activity Reporting Questionnaire (STAR-Q), a self-administered questionnaire designed to assess overall activity energy expenditure and sedentary behavior.
Several rounds of one-on-one interviews were conducted by an interviewer trained in qualitative research methods. Interviewees included a convenience sample of volunteers and participants in the Tomorrow Project, a large cohort study in Alberta, Canada. Following each round of interviews the STAR-Q was revised and cognitively tested until saturation was achieved.
Six rounds of cognitive interviewing in 22 adults (5 males, 17 females) age 23−74 years, led to revisions involving 1) use of recall aids; 2) ambiguous terms; and 3) specific tasks, such as averaging across multiple routines, reporting time asleep and self-care, and reporting by activity domain.
Cognitive interviewing is a critical step in questionnaire development. Knowledge gained in this study led to revisions that improved respondent acceptability and comprehension of the STAR-Q and will complement ongoing validity testing.
Ann-Marie Knowles, Ailsa Niven and Samantha Fawkner
Quantitative research has suggested that the decline in physical activity levels for adolescent girls is most marked during the transition from primary school to secondary school yet understanding the contributing factors for this decline may be advanced through qualitative research methods to gain an individual perspective of the girls’ school transition experience.
This study explored factors related to the decrease in physical activity behavior in 14 adolescent girls (mean age = 13.6 ± 0.3 years) during the transition between primary and secondary school through the use of narrative interviews and interpretative phenomenological analysis.
The findings suggested that a change in the environment was central to understanding the decline in physical activity levels since primary school.
During secondary school, a positive environment can be created by ensuring a choice of activities in Physical Education lessons; allowing a girls-only environment, to reduce the focus on competence and competition, and recognizing the importance of social support. These could enhance self-perceptions, reduce self-presentational concerns, increase enjoyment, and subsequently reduce the decrease in physical activity behavior during this key transitional period.