Focus groups: A practical guide for sport education research

Öz

The aim of this article, in the context of sports education research, is to present a practical approach for focus group interviews, one of the data collection techniques used in qualitative research. In the research, document analysis method was used. An extensive research was carried out to provide a broader understanding about the background and theoretical basis of the focus group interview, in the context of sports education. A frame was formed for focus group interviews in sports education research. Primarily, answers were sought about how focus group interviews were used in sports education research. Secondly, the titles that show the correct and consistent ways to solve the problems encountered in focus group interviews were presented. The open concerns for the focus group interview (writing, reporting, coding of the questions) were also dealt. The research will provide a deeper understanding about the nature of the focus group interview for academicians who will do research in the context of sports education.

Anahtar Kelimeler

• Focus-group interviews
• Sport education
• Qualitative data analysis

Kaynakça

1. Barbour, R. (2008). Doing focus groups. New York: Sage press.
2. Başkonuş, T., & Soyer, F. (2020). Developing the Measurement and Evaluation Attitude Scale for Physical Education and Sports Teachers. International Journal of Psychology and Educational Studies, 7(4), 96-113.
3. Bernard, H. R. (2017). Research methods in anthropology: Qualitative and quantitative approaches. Rowman & Littlefield Press.
4. Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(3), 27-40
5. Bowling, A. (2002). Unstructured interviewing and focus groups. Research methods in health: Investigating health health services. Maidenhead: Open University Press.
6. Brock, S. J., & Hastie, P. A. (2007). Students' conceptions of fair play in sport education. Australia Healthy Lifestyles Journal, 54(1), 11-15.
7. Brock, S. J., Rovegno, I., & Oliver, K. L. (2009). The influence of student status on student interactions and experiences during a sport education unit. Physical Education Sport Pedagogy, 14(4), 355-375. https://doi.org/10.1080/17408980802400494
8. Bulca, Y., Saçlı, F., Kangalgil, M., & Demirhan, G. (2012). Beden eğitimi öğretmenlerinin öğretmen yetiştirme programına ilişkin görüşleri. Eğitim ve Bilim, 37(165), 81-92.

9. Byers, P. Y., & Wilcox, J. R. (1988). Focus Groups: An Alternative Method of Gathering Qualitative Data in Communication, Research.
10. Byers, P. Y., & Wilcox, J. R. (1991). Focus groups: A qualitative opportunity for researchers. The Journal of Business Communication, 28(1), 63-78. https://doi.org/10.1177/002194369102800105
11. Carlson, T. (1995). Now, I think I can. The reaction of eight low-skilled students to sport education. Healthy Lifestyles Journal, (150), 6-8.
12. Chan, K. L., & Cruz, A. (2006a). The Effect of Sport Education on Secondary Six Students' Learning Interest and Collaboration in Football Lessons. Journal of Physical Education Recreation, 12(2), 13-22.
13. Charmaz, K., Belgrave, L. L. Grounded theory (2007). The blackwell encyclopedia of sociology. The Blackwell encyclopedia of sociology. Clinical Assessment of Malingering and Deception, London: Guilford, 2007. https://doi.org/10.1002/9781405165518.wbeosg070.pub2
14. Çokluk, Ö., Yılmaz, K., and Ebru, O. (2011). Nitel bir görüşme yöntemi: Odak grup görüşmesi. Kuramsal Eğitimbilim Dergisi, 4(1), 95-107.
15. D'Elia, F. (2020). Teachers' perspectives about contents and learning aim of physical education in Italian primary school. Journal of Human Sport and Exercise, 15(2),279-288.
16. Doody, O., and Noonan, M. (2013). Preparing and conducting interviews to collect data. Nurse Researcher, 20(5), 28-32.
17. Edmunds, H. (1999). The focus group research handbook. The Bottom Line. https://doi.org/10.1108/bl.1999.12.3.46.1
18. Etikan, I., Musa, S. A., and Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical Applied Statistics, 5(1), 1-4.
19. Evangelio, C., Sierra Díaz, J., González Víllora, S., and Fernández Río, F. J. (2018). The sport education model in elementary and secondary education: A systematic review. Movimento, 24 (3), 931-946.
20. Fittipaldi-Wert, J., Mowling, C. M., and Dance. (2009). Using visual supports for students with autism in physical education. Journal of Physical Education, Recreation, 80(2), 39-43. https://doi.org/10.1080/07303084.2009.10598281
21. Freeman, M. (2006). Nurturing dialogic hermeneutics and the deliberative capacities of communities in focus groups. Qualitative Inquiry, 12(1), 81-95. https://doi.org/10.1177/1077800405282797
22. Gibbs, A. (1997). Focus groups. Social Research Update, 19(8), 1-8.
23. Goss, J. D., and Leinbach, T. R. (1996). Focus groups as alternative research practice: experience with transmigrants in Indonesia. Journal Area, 28(2), 115-123.
24. Gould, D., Lauer, L., Rolo, C., Jannes, C., and Pennisi, N. (2008). The role of parents in tennis success: Focus group interviews with junior coaches. The Sport Psychologist, 22(1), 18-37. https://doi.org/10.1123/tsp.22.1.18
25. Grant, B. (1992). Integrating sport into the physical education curriculum in New Zealand secondary schools. Quest, 44(3), 304-316. https://doi.org/10.1080/00336297.1992.10484057
26. Harding, T., and Whitehead, D. (2013). Analysing data in qualitative research. Maryland Heights: Elsevier-Mosby Press.
27. Hastie, P. A., and Curtner-Smith, M. D. (2006). Influence of a hybrid sport education—teaching games for understanding unit on one teacher and his students. Physical Education Sport Pedagogy, 11(01), 1-27. https://doi.org/10.1080/17408980500466813
28. Hastie, P. A., and Sinelnikov, O. A. (2006). Russian students’ participation in and perceptions of a season of sport education. European Physical Education Review, 12(2), 131-150. https://doi.org/10.1177/1356336X06065166
29. Hastie, P. A., Ojeda, D. M., and Luquin, A. C. (2011). A review of research on sport education: 2004 to the present. Physical Education Sport Pedagogy, 16(2), 103-132. https://doi.org/10.1080/17408989.2010.535202
30. Heary, C. M., and Hennessy, E. (2002). The use of focus group interviews in pediatric health care research. Journal of Pediatric Psychology, 27(1), 47-57. https://doi.org/10.1093/jpepsy/27.1.47
31. James, D. C., Rienzo, B. A., & Frazeey, C. (1997). Using focus groups to develop a nutrition education video for high school students. Journal of School Health, 67(9), 376-379. https://doi.org/10.1111/j.1746-1561.1997.tb07180.x
32. Kallio, H., Pietilä, A. M., Johnson, M., and Kangasniemi, M. (2016). Systematic methodological review: developing a framework for a qualitative semi‐structured interview guide. Journal of Advanced Nursing, 72(12), 2954-2965. https://doi.org/10.1111/jan.13031
33. Kamberelis, G., and Dimitriadis, G. (2013). Focus groups. London: Routledge Press.
34. Kitto, S. C., Chesters, J., and Grbich, C. (2008). Quality in qualitative research. Medical journal of Australia, 188(4), 243-246.
35. Kitzinger, J. (1995). Qualitative research: introducing focus groups. British Medical Journal, 311(7000), 299-302.
36. Kitzinger, J., and Farquhar, C. (1999). The analytical potential of ‘sensitive moments’ in focus group discussions. Developing focus group research: Politics, theory, 156-172. https://dx.doi.org/10.4135/9781849208857
37. Kroll, T., Barbour, R., and Harris, J. (2007). Using focus groups in disability research. Qualitative Health Research, 17(5), 690-698. https://doi.org/10.1177/1049732307301488
38. Krueger, R. A. (1997). Developing questions for focus groups. London: Sage Press.
39. Krueger, R. A. (2014). Focus groups: A practical guide for applied research. London: Sage Press.
40. Kuckartz, U., and Rädiker, S. (2019). Analyzing qualitative data with MAXQDA. Springer.
41. Liamputtong, P. (2011). Focus group methodology: Introduction and history. 224, 1-14. https://dx.doi.org/10.4135/9781473957657.n1
42. Linda Rikard, G., and Banville, D. (2006). High school student attitudes about physical education. Sport, Education Society, 11(4), 385-400. https://doi.org/10.1080/13573320600924882
43. Longhurst, R. (2003). Semi-structured interviews and focus groups. Key Methods ın Geography, 3(2), 143-156.
44. MacIntosh, J. A. (1993). Focus groups in distance nursing education. Journal of Advanced Nursing, 18(12), 1981-1985. https://doi.org/10.1046/j.1365-2648.1993.18121981.x
45. MacPhail, A., and Kinchin, G. (2004a). The use of drawings as an evaluative tool: students' experiences of sport education. Physical Education Sport Pedagogy, 9(1), 87-108. https://doi.org/10.1080/1740898042000208142
46. MacPhail, A., & Kinchin, G. (2004b). The use of drawings as an evaluative tool: students' experiences of sport education. Journal of Teaching in Physical Education, 9(1), 87-108. https://doi.org/10.1080/1740898042000208142
47. Marshall, M. N. (1996). Sampling for qualitative research. Family Practice, 13(6), 522-526. https://doi.org/10.1093/fampra/13.6.522
48. MAXQDA. (2020). Online Manual – MAXQDA 2020. https://www.maxqda.com/help-mx20/welcome
49. McLafferty, I. (2004). Focus group interviews as a data collecting strategy. Journal Of Advanced Nursing, 48(2), 187-194. https://doi.org/10.1111/j.1365-2648.2004.03186.x
50. Merriam, S. B., and Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation. Hoboken: John Wiley & Sons Press.
51. Merton, R. K., and Kendall, P. (1946). The focused interview. American Journal of Sociology, 51(6), 541-557.
52. Michell, L. (1999). Combining focus groups and interviews: telling how it is; telling how it feels. London: Sage Press.
53. Morgan, D. L. (2002). Focus group interviewing. Handbook of interview research: Context method. New York: Sage Press.
54. Morgan, D. L., and Krueger, R. A. (1993). When to use focus groups and why. Successful Focus Groups: Advancing The State of the Art, 1, 3-19. https://dx.doi.org/10.4135/9781483349008
55. Özkan, U. B. (2019). Eğitim bilimleri araştırmaları için doküman inceleme yöntemi. Ankara: Pegem Akademi.
56. Parker, A., &Tritter, J. (2006). Focus group method and methodology: current practice and recent debate. International Journal of Research Method in Education, 29(1), 23-37. https://doi.org/10.1080/01406720500537304
57. Powell, R. A., & Single, H. M. (1996). Focus groups. International Journal for Quality ın Health Care, 8(5), 499-504. https://doi.org/10.1093/intqhc/8.5.499
58. Pugsley, L. (1996). Focus groups, young people and sex education. Pilcher J, Coffeey A. (Eds). In: Gender qualitative research, Aldershot: Routledge Press. 114-130.
59. Rabiee, F. (2004). Focus-group interview and data analysis. Proceedings of the Nutrition Society, 63(4), 655-660.
60. Redmond, R. A., and Curtis, E. A. (2009). Focus groups: principles and process. Nurse Researcher, 16(3), 57-69.
61. Rogers, R. (2018). Structured interviews and dissimulation. In Rogers, R., Bender, S.D, (Eds), Clinical assessment of malingering and deseption. New York: The Guilford Press.
62. Rosenthal, M. (2016). Qualitative research methods: Why, when, and how to conduct interviews and focus groups in pharmacy research. Currents in Pharmacy Teaching and Learning, 8(4), 509-516.
63. Saban, A. & Ersoy, A., (2017). Eğitimde nitel araştırma desenleri. Ankara: Anı.
64. Sánchez-Gómez, M.C., Martín-Cilleros, M.V.(2017). Implementation of focus group in health research. Costa AP, Reis LP, Sousa FN, Moreira A, Lamas D. (Eds). In: Computer supported qualitative research. 49-61. https://doi.org/10.1007/978-3-319-43271-7_5
65. Sevilmiş, A., & Yıldız, Ö. (2021). An approach for being able to use the options of calculating inter-coder reliability manually and through software in qualitative research of education and training in sports. International Journal of Progressive Education, 17(2), 369-384.
66. Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22(2), 63-75.
67. Siedentop, D. (1987), The theory and practice of sport education, in Barrette, G., Feingold, R., Rees, R. and Pieron, M. (Eds), Myths, models and methods in sport pedagogy, Human Kinetics, Champaign, IL,79-86.
68. Silverman, D. (2000). Analyzing talk and text. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed.), Thousand Oaks, New York: Sage, 821–834
69. Sinelnikov, O., & Hastie, P. (2008). Teaching sport education to Russian students: An ecological analysis. European Physical Education Review, 14(2), 203-222. https://doi.org/10.1177/1356336X08090706
70. Stalmeijer, R. E., McNaughton, N., & Van Mook, W. (2014). Using focus groups in medical education research: AMEE Guide No. 91. Medical Teacher, 36(11), 923-939. https://doi.org/10.3109/0142159X.2014.917165
71. Stewart, D. W., and Shamdasani, P. N. (2014). Focus groups: Theory and practice, New York: Sage Press.
72. Strauss, A., and Corbin, J. (1994). Grounded theory methodology. Handbook of Qualitative Research, 17(1), 273-285.
73. Trotter II, R. T. (2012). Qualitative research sample design and sample size: Resolving and unresolved issues and inferential imperatives. Preventive Medicine, 55(5), 398-400.
74. Vaughn, S., Schumm, J. S., & Sinagub, J. M. (1996). Focus group interviews in education and psychology. New York: Sage Press.
75. Wahl-Alexander, Z., Sinelnikov, O., and Curtner-Smith, M. (2017). A longitudinal analysis of students’ autobiographical memories of participation in multiple sport education seasons. European Physical Education Review, 23(1), 25-40. https://doi.org/10.1177/1356336X15624246
76. Wallhead, T., and O'sullivan, M. (2005). Sport education: Physical education for the new millennium? Physical Education Sport Pedagogy, 10(2), 181-210. https://doi.org/10.1080/17408980500105098
77. West, W. (2001). Beyond grounded theory: The use of a heuristic approach to qualitative research. Counselling Psychotherapy Research, 1(2), 126-131. https://doi.org/10.1080/14733140112331385168
78. Williams, A., and Katz, L. (2001). The use of focus group methodology in education: some theoretical and practical considerations. International Electronic Journal for Leadership in Learning, 5(3). https://journals.library.ualberta.ca/iejll/index.php/iejll/article/view/496/158