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: humanethics@usc.edu.au 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: moneill@usc.edu.au

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