Gauging the Quality of Qualitative Research in Adapted Physical Activity

Zitomer, Michelle R.; Goodwin, Donna L.

doi:10.1123/apaq.2013-0084

Cited by 82 publications

(67 citation statements)

References 59 publications

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“…These criteria are also known as reflexivity, credibility, coherence, and contribution, respectively (Zitomer & Goodwin, 2014). Sensitivity to context was addressed by being aware of researcher positionality and bias in the research process.…”

Section: Quality Of the Researchmentioning

confidence: 99%

Understanding Dignity: Experiences of Impairment in an Exercise Facility

Johnston

Goodwin

Leo

2015

Adapted Physical Activity Quarterly

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Dignity, as an essential quality of being human, has been overlooked in exercise contexts. The aim of this interpretative phenomenological study was to understand the meaning of dignity and its importance to exercise participation. The experiences of 21 adults (11 women and 10 men) from 19 to 65 yr of age who experience disability, who attended a specialized community exercise facility, were gathered using the methods of focus-group and one-on-one interviews, visual images, and field notes. The thematic analysis revealed 4 themes: the comfort of feeling welcome, perceptions of otherness, negotiating public spaces, and lost autonomy. Dignity was subjectively understood and nurtured through the respect of others. Indignities occurred when enacted social and cultural norms brought dignity to consciousness through humiliation or removal of autonomy. The specialized exercise environment promoted self-worth and positive self-beliefs through shared life experiences and a norm of respect.

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Section: Quality Of the Researchmentioning

confidence: 99%

Understanding Dignity: Experiences of Impairment in an Exercise Facility

Johnston

Goodwin

Leo

2015

Adapted Physical Activity Quarterly

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“…the participants' experiences were examined qualitatively. Hence, effort was made to ensure that the respondents could speak 'in their own voices' and express their unique, individual sport experiences [2,[23][24][25].…”

Section: Methodsmentioning

confidence: 99%

Considering values in the sport experiences of wheelchair basketball players

Pezdek¹

2018

Hum Mov.

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PurposeThe paper aims to discuss a diversity of sport experiences in individuals with physical disabilities who are members of a wheelchair basketball club. The sample of the study consisted of 10 males with physical disabilities (aged 18–40 years).MethodsThe study used in-depth interviews, and a systems method was applied to analyse the interview data. The method allows for examining sport as a value which is neither fully autonomous nor predetermined.ResultsDespite the differences in the sample, it can be assumed that players with physical disabilities experience sport in similar ways. However, their experiences may differ in terms of kinds, forms, contents, positions, and functions of sport. This diversity represents the dynamics of relations, interactions, and interdependences among values in the participants’ respective axiological systems. Besides, it also reflects the ways in which the participants perceive themselves in the context of multiple practices of daily life.ConclusionsAn essential difference between the experience of players from various countries may therefore lie chiefly in the context (e.g. social, economic, political) in which players function and in which they realize particular values. Further research should take this context into account and investigate in particular its dependencies and relations with other values, such as health, physical ability, work, education, etc. Also, research concerning how sport is experienced from the perspective of different types and levels of disability or from the perspective of gender could prove interesting.

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“…Both authors through a reflective dialogue, which included discussed interpretations of the transcripts, then critically examined those that were generated in the first independent analysis. To guarantee the quality of this process, credibility and confirmability (Zitomer & Goodwin, 2014) were upheld through member checking with five random pre-services teachers that were asked to give feedback regarding the data under analysis. …”

Section: Methodsmentioning

confidence: 99%

Two sides of the same coin: Student-teachers’ perceptions of a cyclical self-assessment process

Calderón

MacPhail

2017

Rev. infanc., educ. aprendiz

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By promoting self-assessment and feedback, pre-service teachers have been shown to develop their critical thinking skills, resulting in higher quality learning outcomes and a deeper approach to learning. Nevertheless, pre-service teachers' responses to selfassessment vary widely. The students (n=61) from one intact class of the Bachellor of Science in Physical Education were required to follow an adaptation of the cyclical selfassessment process: (1) requirement to self-assess; (2) determine the criteria;(3) first submission; (4) general feedback; (5) self-reflection and self-assessment; (6) second submission; (7) specific feedback and grade; (8) final self-reflection, self-assessment and self-grade. Data were collected from students' learning blogs (n=61), and video blogs (n=13) and were coded by the first author. Categories were identified inductively as they emerged naturally from the data. Results conveyed two main insights that aligned with an assessment for learning appreciation and summative assessment as a surface learning respectively.Palabras clave: Self-assessment; initial teacher education; pre-service teachers ResumenEl fomento de la autoevaluación y el feedback, permite desarrollar en el profesorado en formación inicial, habilidades de pensamiento crítico, lo que resulta en una mayor Infancia, Educación y Aprendizaje (IEYA). Vol. 3, Nº 2 (edición especial), pp. 638-642. ISSN: 0719-6202 http://revistas.uv.cl/index.php/IEYA/index Two sides of the same coin: Student-teachers' perceptions of a cyclical self-assessment process 639 calidad de los resultados de aprendizaje y en el estimulo de enfoques de aprendizaje profundo. Sin embargo, la percepción del alumnado en formación inicial tras su participación en estos procesos es variada. Un total de 61 estudiantes (n = 61) de una clase completa del Grado en Ciencias de la Educación Física, experimentaron una adaptación del proceso de autoevaluación cíclica propuesto por: (1) inicio del proceso de auto-evaluación; (2) consenso de los criterios de evaluación; (3) primer envío; (4) feedback general; (5) autorreflexión y autoevaluación; (6) segundo envío; (7) feedback específico y calificación; (8) auto-reflexión final, autoevaluación y auto-calificación.Los datos se recogieron de los blogs (n=61) y video blogs (n=13) del alumnado y fueron codificados por el primer autor. Las categorías se identificaron de forma natural e inductiva. Se encontraron dos categorías principales alineadas con una evaluación formativa y sumativa y enfoques de aprendizaje profundo y superficial respectivamente. Keywords: Auto-evaluación; formación inicial del profesorado; profesorado en formación ResumoA promoção de autoavaliação e feedback, permite desenvolver professores em formação inicial, habilidades de pensamento crítico, resultando em uma maior qualidade dos resultados da aprendizagem e o encorajamento das abordagens de aprendizagem profunda (Lynch, McNamara, Seery, 2012). No entanto, a percepção dos alunos em formação inicial, após sua participação nestes processos é ...

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Gauging the Quality of Qualitative Research in Adapted Physical Activity

Cited by 82 publications

References 59 publications

Understanding Dignity: Experiences of Impairment in an Exercise Facility

Understanding Dignity: Experiences of Impairment in an Exercise Facility

Considering values in the sport experiences of wheelchair basketball players

Two sides of the same coin: Student-teachers’ perceptions of a cyclical self-assessment process

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