The purpose of this article is to provide an overview of a structured, rigorous approach to collaborative qualitative analysis while attending to challenges associated with working in team environments. The method is rooted in qualitative data analysis literature related to thematic analysis, as well as the constant comparative method. It seeks to capitalize on the benefits of coordinating qualitative data analysis in groups, while controlling for some of the challenges introduced when working with multiple analysts. The method includes the following six phases: (a) preliminary organization and planning, (b) open and axial coding, (c) development of a preliminary codebook, (d) pilot testing the codebook, (e) the final coding process, and (f) reviewing the codebook and finalizing themes. These phases are supported by strategies to enhance trustworthiness, such as (a) peer debriefing, (b) researcher and data triangulation, (c) an audit trail and researcher journal, and (d) a search for negative cases.
Research in education and physical education has emphasized the need for continuing professional development (CPD) programs that are aligned with best practices. More specifically, scholars interested in teaching personal and social responsibility (TPSR) have emphasized the need to examine teachers' CPD. The purpose of this study was to provide a novel responsibility-based CPD experience to three physical educators and examine its impact on a middle school physical education program in the USA. Data were collected through systematic observations, interviews, nonparticipant observations and document analysis. Findings showed that the physical educators increased their awareness of responsibility-based teaching strategies, perceived them to positively impact students and integrated the strategies into their teaching. Furthermore, descriptive statistics illustrate frequent use of the teaching strategies and confirms the reliability of the observation instrument. The findings suggest that systematic observations can support responsibility-based CPD for the purposes of research, peer evaluations, or as a reflection tool. The long-term approach enhanced the potential for sustainability.
, M. A. (2019). Exploring the relationships among perceived mattering, role stress, and emotional exhaustion on physical education teacher/coach job satisfaction.
Purpose:The purpose of this study was to examine youth development outcomes in an Urban Squash program.Methods:A mixed method approach to was employed to address three research questions: 1) to what extent did the Urban Squash program exhibit features of a quality OST program?; 2) what aspects of the Urban Squash program were most valued by participants and stakeholders?; and 3) how were outcomes gained within urban squash transferred into the school day. The OST Observation Instrument was employed to provide a measure of fidelity related to the implementation of quality program structures. Youth participants (N = 21) and adults (N = 13) with knowledge of the program were interviewed in a semistructured format. Qualitative inductive analysis and constant comparison methods were used to generate themes.Results:Systematic observations demonstrated that the program reflected a strong program design with activities that were sequenced, active, personally focused, and explicit. Within that context, four qualitative themes related to quality programming include 1) academic enrichment, 2) academic transfer, 3) relationships, and 4) personal and social responsibility.Conclusions:Urban Squash provided a quality program structure. Transfer from the program to the school was evident with academic enrichment and personal and social responsibility.
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