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K. Andrew R. Richards and Michael A. Hemphill

trustworthiness ( Patton, 2015 ). Collaborative data analysis also allows for researchers to effectively manage large datasets while drawing upon diverse perspectives and counteracting individual biases ( Olson, McAllister, Grinnell, Walters, & Appunn, 2016 ). Further, collaborative approaches have been presented

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William A. Pitney

Column-editor : Thomas W. Kaminski

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Michelle R. Zitomer and Donna Goodwin

Qualitative inquiry is increasingly being used in adapted physical activity research, which raises questions about how to best evaluate its quality. This article aims to clarify the distinction between quality criteria (the what) and strategies (the how) in qualitative inquiry. An electronic keyword search was used to identify articles pertaining to quality evaluation published between 1995 and 2012 (n = 204). A five phase systematic review resulted in the identification of 56 articles for detailed review. Data extraction tables were generated and analyzed for commonalities in terminology and meanings. Six flexible criteria for gauging quality were formulated: reflexivity, credibility, resonance, significant contribution, ethics, and coherence. Strategies for achieving the established criteria were also identified. It is suggested that researchers indicate the paradigm under which they are working and guidelines by which they would like readers to evaluate their work as well as what criteria can be absent without affecting the research value.

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Julianne A. Wenner, Kimberly M.B. Tucker, Hannah G. Calvert, Tyler G. Johnson and Lindsey Turner

: trustworthiness, information channels, and norms. Trustworthiness is described in terms of “credit slips” and obligations, in that one must be able to trust that when providing a resource or service to someone else, they will somehow be repaid or the action will be reciprocated. Information networks are the

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Laura A. Gale, Ben A. Ives, Paul A. Potrac and Lee J. Nelson

recognition of the above, sociologists have increasingly considered the issue of trust and trustworthiness as they are connected to the social dynamics and functioning of organizations ( Luhman, 2017 ; Sztompka, 1999 ). In particular, researchers in this topic area have typically identified two inter

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Jessica Barrett, Alicia Pike and Stephanie Mazerolle

with the highest frequency of reporting amongst participants were trustworthy, considerate, and independent (15/15, 100%). The characteristics of helpful and self-sufficient were reported by 93% (14/15), while kind, organized, and supportive were reported by 13 participants (87%). The lowest reported

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Shannon David and Mary Larson

in a private interview room (length [mean±SD] = 30.96±5.01 min) and were recorded for future review and transcription. Recordings were transcribed verbatim and reviewed by the research team. Trustworthiness Three credibility strategies were used to ensure trustworthiness. Credibility techniques used

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Akira Asada and Yong Jae Ko

The purpose of this study was to identify key characteristics of word-of-mouth (WOM) communication and examine their impact on sport consumers’ perceived influence in sport viewership. Through an extensive literature review, we identified the characteristics of the message sender (i.e., expertise and trustworthiness) and the message (i.e., richness of message content and strength of message delivery) as determinants of perceived influence of WOM. We also examined the moderating effects of homophily (interpersonal factors) and involvement (the message receiver characteristics). Data were collected from sport consumers who had received a recommendation to watch a sporting event in the preceding 3 months and actually watched the event. The results indicate the positive effects of trustworthiness, richness of message content, and strength of message delivery on WOM influence. Homophily and involvement were found to have moderating effects. Theoretical and managerial implications are discussed.

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Francine Darroch, Audrey R. Giles and Roisin McGettigan-Dumas

More elite female distance runners are opting to have children during their athletic careers. Despite this, there is a dearth of information regarding pregnancy and physical activity for elite level athletes. Further, current pregnancy physical activity guidelines are not relevant for this population`s needs. Two research questions frame this study: are elite female distance runners’ pregnancy informational needs being met?; where do they seek and find trustworthy advice on physical activity during pregnancy? Open-ended, semistructured interviews were conducted with 14 women who experienced at least one pregnancy within the past five years, had achieved a minimum of the USA Track and Field 2012 Olympic Team marathon trials ‘B’ entry standard or equivalent performances for distance running events 1,500m or longer. The participants had between one—three children, hail from five countries and participated in 14 Olympic Games and 72 World Championships. Utilizing poststructuralist feminist theory and thematic analysis, our findings revealed that the participants received advice from three main sources, both in person and online: medical professionals, coaches, and other elite female distance runners. However, we found that they also received unsolicited advice and comments from community members where they lived. The participants identified fellow elite female distance runners as the most reliable and trustworthy sources of information, followed by medical professionals, then coaches. Ultimately, the women revealed a lack of formal sources they could turn to for trustworthy advice about how to have a safe and healthy pregnancy while continuing to train at a high intensity. These results illuminate the need to meet female elite athletes’ informational needs in terms of well-being during pregnancy.

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Nate McCaughtry, Jeffrey Martin, Pamela Hodges Kulinna and Donetta Cothran

This study used an emotional geographies theoretical framework to analyze the emotional dimensions of urban teacher change. Fifteen urban physical education teachers involved in a comprehensive curriculum reform project were interviewed and observed multiple times across one school year. Data were analyzed using inductive analysis, and trustworthiness measures included triangulation, peer debriefing, researcher journals, and member checks. Teachers reported that emotional dimensions related to their urban students, colleagues, and status heavily influenced their engagement in the project. The discussion section maps the emotional dimensions of these teachers’ change experiences onto an emotional geographies framework that situates their experiences in change literature and offers a roadmap for future reform initiatives.