M A U R E E N O ’ N E I L L
T H E U N I V E R S I T Y O F T H E S U N S H I N E C O A S T
F A C U L T Y O F S C I E N C E , H E A L T H , E D U C A T I O N A N D E N G I N E E R I N G
M Y S T O R Y … . M U M , T E A C H E R A N D R E S E A R C H E R
F A C T … . 1 7 S C H O O L - A G E H I G H P E R F O R M A N C E A T H L E T E S O N T H E A U S T R A L I A N T E A M A T T H E
2 0 1 2 L O N D O N O L Y M P I C G A M E S ( A O C , 2 0 1 2 )
Enhancing your publishing opportunities: Tips on how to conceptualise NVivo into
your higher degree research study
Where to Begin?
The first step is to be aware of Five major ‘lifesaving’ tips :
1. There is no right answer
2. There is no right code
3. Ask yourself constantly “Is this a sort of”? In category /sub category
4. Merge nodes to extrapolate higher order themes
5. Design names of nodes initially outside the program- usual grammatical punctuation such as: ?, - / \ can not be used.
Introduction
Successful research using qualitative data relies on the rigour and thoroughness of the data analysis methods.
Richards (2002) suggests that it is feasible to achieve: Transparency
Rigour
Rapidity and
Reliability
of qualitative data by being ‘assisted by software ‘tools’ in the ‘tool kit’ of NVivo
How the NVivo picture was built in my study
The first two stages and processes of how my project used NVivo™ to be outlined in this eSeminar are as follows:
Stages of NVivo Processes involved in each stage
Stage 1: Descriptive Project details and research design
Sources Attributes Values
Classifications
Stage 2: Topic Finding the obvious topics
Creating initial nodes
T O C O M M E N C E
D E S I G N A N D D E T A I L S :
Q U A L I T A T I V E , I N T E R P R E T I V E S T U D Y
D E F I N I T I O N : H I G H P E R F O R M A N C E S C H O O L - A G E A T H L E T E S
3 G R O U P S O F P A R T I C I P A N T S :
A T H L E T E S ( 1 9 ) - C U R R E N T A N D F O R M E R , P A R E N T S ( 1 0 ) A N D T E A C H E R S ( 1 0 ) .
I N T E G R A T E D : T H E U S E O F O T H E R S O F T W A R E
Stage 1: Descriptive
Concept maps and constructs were originally created for the ‘athlete’ participants follows:
Sample of some of the 39 participant’s code spread sheet
Code dimension/
prob/need
Celia(15) Zac(17) Kylie Lee Destiny Annette Jodie Phil(17)
Homework school/need * *
motivation Home/prob * * *
inspiration individual/p
rob
*
tiredness individual/p
rob
* * * * * * * *
exhaustion Individual/p
rob
* *
From constructing these code sheets, the initial constructs commenced, seen as: Constructs
Homework-weekends used to complete school work
long hours dedicated to
homework diminish amount of homework
non-completion of homework
complete only essential
homework and subjects
avoidance of homework
Mental issue-Motivation confidence passion anxiety routines
relaxation focus
prioritis
ation inspiration
physical issue-inspiration fatigue and recovery awareness bullying mindset self-identity
tiredness rest
dedicated
practice
exhaustion sleep
heavy training schedule
struggle of the long training
hours
social issues-sacrifices-no social life pressure to be social prejudices social media outlets
compromise
limit friends to training
members
loss of school friends decisions
adult squad members
sacrifices
Entering descriptive details for your project into NVivo
Possible now to open program and go to the ‘Sources’ section
The first process is to decide where the details of your project and transcripts of your interviews will be stored.
In this project , ‘internals’ contained all the details pertaining to the project and the ‘externals’ contained the 39 interview transcripts.
Internals Details kept for this project in this section of the program were: other software plus podcasts, radio broadcasts, concept spread sheets, video and audio clips. The screenshot seen as follows:
1-Subject A4 Notebook 1 0 0 30/ 09/ 2011 9:05 PM M 30/ 09/ 2011 9:05 PM M
ABC radio interview 0 0 9/ 10/ 2011 7:55 PM M 9/ 10/ 2011 7:55 PM M
ABC radio interview abstract M O'Neill BALANCING SPORT AND EDUCATION 0 0 15/ 11/ 2011 7:38 AM M 15/ 11/ 2011 7:38 AM M
abstract of thesis 0 0 30/ 09/ 2011 9:07 PM M 30/ 09/ 2011 9:08 PM M
Annette 0 0 25/ 09/ 2011 6:33 PM M 24/ 06/ 2012 10:02 AM M
Belinda 0 0 14/ 09/ 2011 9:35 PM M 24/ 06/ 2012 10:02 AM M
Bella 0 0 30/ 01/ 2012 12:59 PM M 1/ 03/ 2012 10:42 PM M
Bob 0 0 21/ 09/ 2011 8:50 PM M 11/ 11/ 2011 12:36 PM M
Cameron 0 0 25/ 09/ 2011 7:06 PM M 11/ 11/ 2011 12:36 PM M
Candy 0 0 8/ 09/ 2011 8:48 PM M 11/ 11/ 2011 12:36 PM M
Cate 0 0 27/ 08/ 2011 8:35 PM M 11/ 11/ 2011 12:36 PM M
Cellia 0 0 13/ 08/ 2011 10:33 PM M 24/ 06/ 2012 10:02 AM M
Chapter 4 Findings 0 0 8/ 10/ 2011 2:47 PM M 11/ 11/ 2011 12:41 PM M
code spreadsheet athletes 0 0 8/ 10/ 2011 2:52 PM M 12/ 12/ 2011 12:01 PM M
concept model 0 0 8/ 12/ 2011 1:50 PM M 8/ 12/ 2011 1:55 PM M
Destiny 0 0 26/ 11/ 2011 2:27 PM M 24/ 06/ 2012 10:02 AM M
Donna 0 0 13/ 08/ 2011 10:53 PM M 11/ 11/ 2011 1:27 PM M
Endnote Literature Pastotal care 0 0 8/ 10/ 2011 3:16 PM M 11/ 11/ 2011 1:29 PM M
Endnote Literature for NVivo 0 0 9/ 10/ 2011 8:01 PM M 11/ 11/ 2011 1:29 PM M
Endnote Literature on Methodology 0 0 9/ 10/ 2011 7:58 PM M 11/ 11/ 2011 1:29 PM M
Endnote Literature on overseas schools 0 0 9/ 10/ 2011 8:03 PM M 11/ 11/ 2011 1:29 PM M
Endnote Literature on Skill development 0 0 8/ 10/ 2011 3:21 PM M 11/ 11/ 2011 1:29 PM M
Endnote Literature on sport schools throughout Asutralia 0 0 8/ 10/ 2011 3:22 PM M 11/ 11/ 2011 1:29 PM M
Endnote literature on time constraints and management 0 0 8/ 10/ 2011 3:23 PM M 11/ 11/ 2011 1:29 PM M
Endnote Literature on Wellbeing 0 0 8/ 10/ 2011 3:24 PM M 11/ 11/ 2011 1:29 PM M
Endnote literature performatrive pedagogy 0 0 15/ 11/ 2011 7:22 AM M 15/ 11/ 2011 7:25 AM M
Endnote Literature Review Defintions 0 0 8/ 10/ 2011 3:14 PM M 11/ 11/ 2011 1:29 PM M
An example of other software audio transcript: directly uploaded using this software (these were notes taken during each interview and had ‘bookmarks’ connected to them) It is possible to use ‘adobe flash player’ and the audio can be heard by clicking on each code
Balancing sport & study - Maureen O'Neill 04 October 2011 , 5:16 PM by Jessica Hinchliffe
If you're young and an athlete how do you fit in school? Do you do it from home, do you attend sometimes and not others?
A PhD Student from Sunshine Coast University, Maureen O'Neill is looking into the demands placed on students who hit the books
but also achieve in the sporting field.
Why has she chosen such a topic?
Mary-Lou spoke to Maureen to find out why.
http://www.blogs.abc.net.au/files/drive--phd---maureen-oneill---air.mp3
Radio interview: ABC interview
Examples of other software and ethics letters contained in internals: http://www.youtube.com/watch?v=txG5a70LnYY Jessica Fox; school-age kayak/slalom Australian champion Author, Year Title Endnote #
My group: School models:
{"Olympic Diver Tom Daley moves schools to escape bullying", 2009 #390;Aboriginal Affairs, 2010
#608;Aboriginal Affairs New South Wales, 2001 #555;Adair, 1997 #634;Aicinena, 2006 #216;Athlete
Career and Education, 2009 #9;Australian Education International, 2010 #556;Australian
Government, 2011 #651;Australian Institute of Sport, 1996 #589;Australian Institute of Sport, 2010
#521;Australian Institute of Sport, 2011 #641;Australian Rugby League, 2010 #557;Australian Sports
Commission, 2007 #650;Australian Sports Commission, 2009 #389;Australian Sports Commission,
2010 #496;Australian Sports Commission, 2010 #552;Australian Sports Commission, 2010
#590;Australian Sports Commission, 2010 #592;Australian Sports Commission, 2010 #593}
9 November 2012 Barbara Palmer Manager, Office of Research Tel: +61 7 5459 4574 Fax: +61 7 5459 4727 Email: [email protected] Mrs Maureen O’Neill Dr Bill Allen Ms Angela Calder Faculty of Science, Health and Education Dear Maureen, Bill and Angela Expedited ethics approval for amended research project: High performance athletes at school: A study of conflicting demands (S/11/347) This letter is to confirm that on 9 November 2012, the Chairperson of the Human Research Ethics Committee of the University of the Sunshine Coast granted expedited ethics approval for an amendment to the project, High performance athletes at school: A study of conflicting demands (S/11/347).
Use of colour codes
It is helpful to designate a colour to each item listed in your internals which will be consistent throughout all items in the project (this selection will be outlined more in stage three: running queries)
For this project the colour codes were:
Green: Athletes
Pink: Teachers
Red: Parents
Blue: Endnote literature
Orange: Subgroup of athletes ( Female)
Yellow: Main three higher order themes
Memos: ‘Annotations’- keep your ideas and reflections from all interviews
Annette 1 1 16/12/2011 8:57 AM M 3/01/2012 8:28 PM
ASA220911...... Notes from interview 17 year old kayaker international competitor. Annette is doing VPR (completing the OP over 3 years ) Participant: Annette is a 17 yrs. kayaker attending a government school to complete her OP (VPR) Demographics: Annette (Female) is 17 years , government school, individual sport Background: Annette has made an option to complete the OP over VPR to combine both sport and education. She completes at least 20 hours of training per week. She mentioned in the interview: problem need emotional support sacrifices especially in the form of a social life flexibility of schooling individually based plan for athletes
Externals: For this project: stored the 39 interviews and links as seen allow connections between participants
Jo 1 1 13/ 08/ 2011 10:37 AM M
Attributes: These are characteristics or properties of a source item or node which assist in analysing the data
Values: Each attribute has a set value - e.g. ‘gender’ had the value attached
of : • male, • female, • not applicable and • unassigned
Case classification: Imported demographics of participants already created
outside of program. Code School model and
State
Sport
Individual(I)/Team(
T)
Age Pseudo Competition status Gender
TWA060911 Non-government
In-school scholarship
Qld
I 18 Tiana
International
AIS
F
SVA250811 Government
VPR
In school excellence
Qld
T 18+ Sue NTID
National
F
KEA050811 Government
Qld
I 18+ Kylie International F
BAA160811 Government
Qld, NZ & USA
T 18+ Bob International M
TCA160911 Non-government
Catholic
NSW
I 19 Teila Age range
National
F
LBA160911 Non-government
Catholic
NSW
I 18+ Lee International F
When imported into the project resembles the following:
Case Age Schooling
model
Sport Type age
groups
assessment
type
gender Schooling options
particip
ants
school
status
Nodes\\people
\\Annette
16
years
old
government Individual 15
to18
years
formative
female VPR over 3
years
athletes at
school
Nodes\\people \\Belinda
17 years old
specific pathway
Individual 15 to18 years
formative
female 2 years full load
athletes at school
Nodes\\people \\Bob
18+ years old
government Team 18 + years old
summative
male 2 years full load
athletes left school
Nodes\\people
\\Bella
18+ years old
government Unassigned
18+ years old
Unassigned
female Unassigned teacher Unassigned
Nodes\\people
\\Cameron
18+ years old
government Individual 18 + years old
summative
male 2 years full
load
athletes left
school
A B S T R A C T I O N : O F O B V I O U S T O P I C S F R O M T H E T R A N S C R I P T S C O M M E N C E S .
G R O U P I N G : O F R E L A T E D C O N C E P T S K N O W N A S ‘ N O D E S ’ B E G I N S .
C O D I N G S T R I P E S A N D H I G H L I G H T S : C E R T A I N P H R A S E S A N D S E N T E N C E S P A R A G R A P H S A N D O B V I O U S T O P I C S
Stage 2:Topic
To assist with initial nodes try using concept maps. The one seen below was the designed for the athletes’ group(Chapter 5) where the data being analysed was illustrating their ‘voice’ –
their perspective of the needs and demands of combining dual endeavours.
Before coding transcripts to nodes it is necessary to create node classification for each of the participants. In this project 39 node classifications were created linking the nodes to each
‘people classification’. Below is a sample of the 39 ‘people’ nodes are seen
Name Sources References Created On Created By
Zac 1 1 16/12/2011 8:57AM M
Will 1 1 16/12/2011 8:57 AM M
Tom 1 1 16/12/2011 8:57 AM M
Tiana 1 1 16/12/2011 8:57 AM M
Tia 1 1 16/12/2011 8:57 AM M
Telia 1 1 16/12/2011 8:57 AM M
Tammy 1 1 16/12/2011 8:57 AM M
Sun 1 1 16/12/2011 8:57 AM M
Sue 1 1 16/12/2011 8:57 AM M
Shelly 1 1 16/12/2011 8:57 AM M
Phil 1 1 16/12/2011 8:57 AM M
Pete 1 1 16/12/2011 8:57 AM M
Ned 1 1 16/12/2011 8:57 AM M
Mike 1 1 16/12/2011 8:57 AM M
Melinda 1 1 16/12/2011 8:57 AM M
Mary 1 1 16/12/2011 8:57 AM M
Mark 1 1 16/12/2011 8:57 AM M
Linda 1 1 16/12/2011 8:57 AM M
Lee 1 1 16/12/2011 8:57 AM M
Leanne 1 1 16/12/2011 8:57 AM M
Kylie 1 1 16/12/2011 8:57 AM M
Kerry 1 1 16/12/2011 8:57 AM M
Jodie 1 1 16/12/2011 8:57 AM M
Jo 1 1 16/12/2011 8:57 AM M
Jenny 1 1 16/12/2011 8:57 AM M
Glen 1 1 16/12/2011 8:57 AM M
Donna 1 1 16/12/2011 8:57 AM M
Destiny 1 1 16/12/2011 8:57 AM M
Celia 1 1 16/12/2011 8:57 AM M
Nodes
Transcripts(tip: turn on coding stripes)
Preview for next eSeminar
Stage 3: Analytic Merging nodes into hierarchies
Data sets
Models and relationships
Using Queries
Running Queries
Matrix coding queries
Cross case queries analysis
Stage 4: Drawing conclusions Verification
Developing theories
Contact email: [email protected]
References: Australian Olympic Committee. (2012). Australian Olympic team:Olympic sports. Retrieved September 15, 2012 ,from http:://www.london2012oly,pics.com.au/sports.
Edhlund, B. (2011). NVivo essentials. Sweden: Form & Kunskap AB. O’Neill, M. (2012) High performance school-age athletes: A study of conflicting demands, Unpublished doctoral dissertation, The University of the Sunshine Coast.
Maroochydore. Queensland. Richards, L. (2002). Rigorous, rapid, reliable and qualitative? Computing in qualitative method. The American Journal of Health ?Behavior, 26(6), 425-436
Sinkovics, R., & Alfoldi, E. (2012). Facilitating the interaction between theory and data in qualitative research using CAQDAS, In G. Symon and C. Cassel (eds.) Qualitative organizational research: Core methods and current challenges, London: Sage publications, 109-113.Retrieved , March, 20, 2012, from
http://www.manchester.ac.uk/escholar/uk-ac-man-scw:159596