Method
Procedure and Design
A self-report qualitative research design using a TA method was utilised. The data was collected using group participants in a sport psychology class at Flinders University of varying age and ability. Gender and age were not systematically collected and therefore not assessed in this study. Assessment of ability was determined in the introductory (intake) 60-minute class where the supervisor (topic lecturer) of the study observed, labelled and nominated participants into one of two categories, experts or novices. From there four (or five) person teams were allocated, and teams split into two conditions; experts and novices. Our five-person team were new to badminton, with experts only slightly higher ability-wise than novices. Other ability influencing measures such as external training and fitness were not systematically collected or observed. A supervisor monitored the sessions as well as umpiring and rule-enforcing following a topic practice guide. This helped controlled data collection and aimed to eliminate any extraneous variables. Data was collected over three 30- 60-minute Badminton sessions over a period of three weeks. Each week the teams were split into their two-player conditions (experts and novices), which then played the other teams under the same condition. The sessions included three-minute warm-ups and depending on the week were made up from two to three, six-minute Badminton games, with a half-time break at the three-minute mark. The supervisor kept a scoreboard of results which were within viewing range. Ethics approval was obtained through participants registering for the topic at the beginning of semester. Withdrawal could occur at any time throughout the study, and in the circumstance that an injury arose, the effected participant could withdraw.
Data Collection Method
The Badminton sessions took place in a pre-booked gymnasium located on the Flinders University campus. Everyone was under identical conditions, same day, place and time. Data was collected using I Vue glasses provided by the university, which collected both video and audio data from the 30-60-minute badminton sessions. Each participant had their own glasses and were asked to use the TA method (Ericsson & Simon, 1993) which utilises an individual's concurrent verbalisation of thoughts whilst performing a task. The participants were asked to verbalise any arising thoughts spontaneously without first analysing what they were going to say. This real-time data collection method was chosen as it produced content rich, raw data, with a mostly accurate depiction of what occurred. To allow participants to get familiarised with the TA technique, we first initiated an intake (pilot) session to practice TA. This session also allowed participants to become comfortable with the sport. The data from the I Vue glasses was uploaded onto each teammates computer and stored.
Data Analysis
Self-reported qualitative data was utilised as it allowed participants to speak openly and freely about their in-the-moment experiences. A six-step thematic analysis was undertaken with the raw interview data, including familiarisation, coding, identifying themes, reviewing themes, condensing and labelling themes, and writing up results (Scharp et al. 2019). To capture the main code, the team was split into their two ability levels, novices and experts, who developed their code together by highlighting main themes. The analysis process required identifying and combining themes using colour coding for easy retrieval (refer to appendix transcription + coding). Four themes emerged for each two-person team. The novice's central themes were made up from Self-Efficacy, communication and encouragement, tactics/game play, physiological states, perseverance and (in)attentional focus. The expert central themes composed of; positive reinforcement, constructive criticism, self-directed negative reinforcement and tactic/gameplay (see coding trees in appendix).
Rigor
The coding of data was an individual process. Most group participants used a video to mp3 tool to subtract the audio from the video. From there the audio was uploaded into Microsoft Word’s dictate tool. Unfortunately, this dictation's quality was poor, so a crucial component of this process was to listen back to the recording and edit the transcript line by line. One participant was able to find an online dictator which transcribed data straight from video into transcription. One participant used the app Quirkos in the coding process, however it took a little while to navigate through the process, but once they got the hang of it the app was quite beneficial in the coding process. The app generated a word document with all the codes set up in the comments section and delivered a nice report with all the codes separated automatically in a report.
The utilisation of the critical friend technique by consulting with the topic tutor was beneficial throughout the collection process, whereby the provided feedback helped support participants who struggled with the TA technique and (Vo et al, 2010). A pilot session was utilised for the familiarisation of the I Vue glasses and to ensemble teams. Peer orientated feedback was a huge component of this intake session, where the games were viewed and analysed by the class to assess whether the TA technique was effective for all participants and give those struggling constructive feedback. The webpage with all of the information was created using the Weebly webpage design site. A link in the appendix page was created for each member of the group, these inks were then synced to folders on the group One drive folder to allow for access. To get all of the video clips into the website we first had to clip or trim the video sections from our individual videos, once this was complete all of the clips were place in a file in one drive (some of the files appear in our main group folder, and some are independent as they were sent through email). We created a youtube page and uploaded a selection of our clips into the channel, once the videos were uploaded we copied the link and installed a you tube link on the Weebly web page design site and place in the website at desired location. Once the youtube link appeared in site we copy and pasted the link into section called link, this allowing the clips to be embedded into our site.
A self-report qualitative research design using a TA method was utilised. The data was collected using group participants in a sport psychology class at Flinders University of varying age and ability. Gender and age were not systematically collected and therefore not assessed in this study. Assessment of ability was determined in the introductory (intake) 60-minute class where the supervisor (topic lecturer) of the study observed, labelled and nominated participants into one of two categories, experts or novices. From there four (or five) person teams were allocated, and teams split into two conditions; experts and novices. Our five-person team were new to badminton, with experts only slightly higher ability-wise than novices. Other ability influencing measures such as external training and fitness were not systematically collected or observed. A supervisor monitored the sessions as well as umpiring and rule-enforcing following a topic practice guide. This helped controlled data collection and aimed to eliminate any extraneous variables. Data was collected over three 30- 60-minute Badminton sessions over a period of three weeks. Each week the teams were split into their two-player conditions (experts and novices), which then played the other teams under the same condition. The sessions included three-minute warm-ups and depending on the week were made up from two to three, six-minute Badminton games, with a half-time break at the three-minute mark. The supervisor kept a scoreboard of results which were within viewing range. Ethics approval was obtained through participants registering for the topic at the beginning of semester. Withdrawal could occur at any time throughout the study, and in the circumstance that an injury arose, the effected participant could withdraw.
Data Collection Method
The Badminton sessions took place in a pre-booked gymnasium located on the Flinders University campus. Everyone was under identical conditions, same day, place and time. Data was collected using I Vue glasses provided by the university, which collected both video and audio data from the 30-60-minute badminton sessions. Each participant had their own glasses and were asked to use the TA method (Ericsson & Simon, 1993) which utilises an individual's concurrent verbalisation of thoughts whilst performing a task. The participants were asked to verbalise any arising thoughts spontaneously without first analysing what they were going to say. This real-time data collection method was chosen as it produced content rich, raw data, with a mostly accurate depiction of what occurred. To allow participants to get familiarised with the TA technique, we first initiated an intake (pilot) session to practice TA. This session also allowed participants to become comfortable with the sport. The data from the I Vue glasses was uploaded onto each teammates computer and stored.
Data Analysis
Self-reported qualitative data was utilised as it allowed participants to speak openly and freely about their in-the-moment experiences. A six-step thematic analysis was undertaken with the raw interview data, including familiarisation, coding, identifying themes, reviewing themes, condensing and labelling themes, and writing up results (Scharp et al. 2019). To capture the main code, the team was split into their two ability levels, novices and experts, who developed their code together by highlighting main themes. The analysis process required identifying and combining themes using colour coding for easy retrieval (refer to appendix transcription + coding). Four themes emerged for each two-person team. The novice's central themes were made up from Self-Efficacy, communication and encouragement, tactics/game play, physiological states, perseverance and (in)attentional focus. The expert central themes composed of; positive reinforcement, constructive criticism, self-directed negative reinforcement and tactic/gameplay (see coding trees in appendix).
Rigor
The coding of data was an individual process. Most group participants used a video to mp3 tool to subtract the audio from the video. From there the audio was uploaded into Microsoft Word’s dictate tool. Unfortunately, this dictation's quality was poor, so a crucial component of this process was to listen back to the recording and edit the transcript line by line. One participant was able to find an online dictator which transcribed data straight from video into transcription. One participant used the app Quirkos in the coding process, however it took a little while to navigate through the process, but once they got the hang of it the app was quite beneficial in the coding process. The app generated a word document with all the codes set up in the comments section and delivered a nice report with all the codes separated automatically in a report.
The utilisation of the critical friend technique by consulting with the topic tutor was beneficial throughout the collection process, whereby the provided feedback helped support participants who struggled with the TA technique and (Vo et al, 2010). A pilot session was utilised for the familiarisation of the I Vue glasses and to ensemble teams. Peer orientated feedback was a huge component of this intake session, where the games were viewed and analysed by the class to assess whether the TA technique was effective for all participants and give those struggling constructive feedback. The webpage with all of the information was created using the Weebly webpage design site. A link in the appendix page was created for each member of the group, these inks were then synced to folders on the group One drive folder to allow for access. To get all of the video clips into the website we first had to clip or trim the video sections from our individual videos, once this was complete all of the clips were place in a file in one drive (some of the files appear in our main group folder, and some are independent as they were sent through email). We created a youtube page and uploaded a selection of our clips into the channel, once the videos were uploaded we copied the link and installed a you tube link on the Weebly web page design site and place in the website at desired location. Once the youtube link appeared in site we copy and pasted the link into section called link, this allowing the clips to be embedded into our site.
