1. SSP4000 Introduction to the Research Process Wk9: Introduction to qualitative research, Part 2
The focus of week 9 is to introduce students to the characteristics and principles of qualitative research questions and designs. In a similar manner to the quantitative block we will be using examples from one paper to illustrate some of these principles.
As previous, the slides are intended to act as an outline, please feel free to add in as many illustrations or tasks to ensure these principles are applied to the focus of your programme

2. Welcome This week’s the session aims to:
Considerations and processes in developing qualitative research questions
Types of qualitative research question:
Addressing the qualitative research question: choices of design and methods.
Plenary tasks for wk 10

The second week of the qualitative block turns its attention towards the development of qualitative questions and the use of particular designs and methods. In many respects, this follows the same pattern as the quantitative block. While qualitative and quantitative research may share some underlying principles there are some differences in how questions are developed and addressed using particular designs and methods.
I think it is important that we distinguish between design and methods and this lecture is aimed at making the distinction clearer within a qualitative approach

3. Task 1 (in your groups):
Based on the last week’s reading and on the discussed characteristics of qualitative research…
What is the purpose of qualitative research?
What do you think the value of qualitative research is to Sport and Exercise Science?
Before beginning to look at designs, I would first encourage students to discuss what they consider the purpose of qualitative research to be and the key characteristics.
Please add to some of these characteristics as you wish.

4. Characteristics of qualitative research
What is the purpose of qualitative research?
What is the value of qualitative research to Sport and Exercise Science?
Understand and make sense of people’s experiences, understanding the meaning of actions, understand interactions
subjective forms of knowledge, exploring microscopic interaction, inductive/on-going process, expressive/creative forms of representation
Before beginning to look at designs, I would first encourage students to discuss what they consider the purpose of qualitative research to be and the key characteristics.
Please add to some of these characteristics as you wish.

5. Principles in developing qualitative questions
Qualitative questions articulate what a researcher wants to know about intentions and perspectives
A qualitative study does not begin with a hypothesis or presumed outcome
qualitative research involves an ongoing process of questioning
Qualitative questions are continuing evolving in relation to the research experience: it is an emergent, inductive process
Understand and make sense of people’s experiences, understanding the meaning of actions, understand interactions
The purposes and characteristics of qualitative research are then ‘enacted’ or ‘operationalised’ within the types of questions that are designed within qualitative research.
On this slide I have provided some justification on the aims of qualitative research questions. Thus in order make sense and understand people’s experiences and their meaning of actions the qualitative research question,
Does not provide a presumed outcome or relationship between variables. This is distinctive to a hypothesis that is aimed at measuring a relationship. Instead, the qualitative research question is designed to enable prospective exploration and the development of understanding. As such, it has to be open-ended
In being open-ended, the qualitative research question enables a process of continuous evolution in relation to the experiences of the researcher within the field. Thus, as we understand more about what we are studying the focus of our questions slightly develop and change (in relation to our overall aim and objective)
These principles are important as if the research question is too closed, we are not able to undertake qualitative research or adhere to its principles – here reinforce those principles (enriched understanding etc…)

6. Task 2 (in your groups): Definitions: Inductive? Deductive?
Before beginning to look at designs, I would first encourage students to discuss what they consider the purpose of qualitative research to be and the key characteristics.
Please add to some of these characteristics as you wish.

7. Process of developing qualitative questions
This diagram here highlights the implementation of qualitative research questions and reveals the inductive/emergent nature of the research design.
I would spend some time working through this model. Again, illustrative examples from the programme are really useful. A key feature is trying to keep the research questions broad to enable the emergence of sub-questions
If you feeling ambitious it could be argued that through the exploration of research questions or reflections on our experience and understanding of the field/phenomenon begin to change, enabling further aims to develop and further questions to emerge…

8. TASK 2: Read the paper and answer the questions below.
What is the area of interest of the study?
What’s its specific focus (e.g. how, what, why)?
What is the study’s research question?
1. The characteristics of a qualitative research question are connected to the focus of the study and reveal the intention of the researcher
2. Qualitative research questions have a specific purpose e.g. how, what, why. Unlike quantitative research, which proposes a relationship between the identified variables, the qualitative research question does not propose a direct causal relationship. Instead use of the terms what, why, how, emphasise the exploratory, inductive nature of qualitative research.
3. That said, the qualitative research question is characterised by its ability to identify areas of interest or phenomenon. A key difference to a hypothesis is that the research question does not predict any sort of relationship.
4. The research question illustrates an identifiable context from which the phenomenon can be explored.
5. Because the intention of qualitative research is to explore as opposed to answer, qualitative research questions tend to be open-ended
After this slide have a little interlude – soothing pan-pipe music may be suitable and if time enables yoga is also effective (but not too long)
In which context has it been applied?
What makes it an ‘open-ended’ study in nature?

9. TASK 2: Read the paper and answer the questions below.
What is the area of interest of the study? Mental Toughness
What’s its specific focus (e.g. how, what, why)? Interviews to elict definitions and attributes to understand concept
How can mental toughness be defined & what are the essential attributes required to be mentally tough
1. The characteristics of a qualitative research question are connected to the focus of the study and reveal the intention of the researcher
2. Qualitative research questions have a specific purpose e.g. how, what, why. Unlike quantitative research, which proposes a relationship between the identified variables, the qualitative research question does not propose a direct causal relationship. Instead use of the terms what, why, how, emphasise the exploratory, inductive nature of qualitative research.
3. That said, the qualitative research question is characterised by its ability to identify areas of interest or phenomenon. A key difference to a hypothesis is that the research question does not predict any sort of relationship.
4. The research question illustrates an identifiable context from which the phenomenon can be explored.
5. Because the intention of qualitative research is to explore as opposed to answer, qualitative research questions tend to be open-ended
After this slide have a little interlude – soothing pan-pipe music may be suitable and if time enables yoga is also effective (but not too long)
In which context has it been applied? Elite Performance
What makes it an ‘open-ended’ study in nature? Open questions

10. TASK 3: Focus of the Methods section of the paper:
In your groups identify:
Who were the participants (i.e. sample)?
Why were those participant chosen?
Where was the data collected?
Here use an example from the paper used within week 8 I would ask students to pick out the key characteristics of the research design

11. Qualitative Research Design: Sample
Characteristics:
Smaller sample size of participants
Data collected in specific locations, environments (e.g. you go to their setting)
Data collection is ongoing in relation to the experiences of the participant
Here use an example from the paper used within week 8 I would ask students to pick out the key characteristics of the research design

12. TASK 4: Focus of the Methods section of the paper:
In your groups, identify:
What were the methods used to collect data?
Why have the authors chosen those particular methods?
Why did the study utilise different methods at different stages
Similar to the last slide perhaps use an illustrative example that highlights the types of qualitative methods used within the design. Good opportunity here to reinforce the idea that methods are tools – making them distinctive within the research process

13. Qualitative Research Design: Methods
Methods used to collate enriched, in-depth information regarding the participant and the phenomenon (issue) in focus
Enable researcher to understand thoughts, feelings and activities – Human experience!
Focus on the researcher (and the participant) as the primary research instrument
Similar to the last slide perhaps use an illustrative example that highlights the types of qualitative methods used within the design. Good opportunity here to reinforce the idea that methods are tools – making them distinctive within the research process

14. Implementing the qualitative research question: the use of designs
Provides a framework from which the focus of the research can be explored
A broader, less restrictive concept of design than found within quantitative research process (interactive model)
A reflexive process in which the collection and analysis of data and the refocusing of research questions is constantly ongoing or inductive
Huge amount of time immersed into the experience of the participant
Once research questions have been developed they have to be implemented. As with quantitative research, a research design enables the research question to be explored.
However, in adhering to the principles of qualitative research, qualitative research designs are less restrictive and as such enable the researcher to interact with the participants/focus of study.
Such interaction enables the collection and analysis of data to be almost simultaneous and also enables the refocusing of the research question in relation to what the researcher is seeing, feeling and understanding
There are some generic characteristics. Go through these but also suggest there is more to come at level five.

15. Review and plenary tasks
Today the following has been covered,
Outline of the key purposes behind the use of qualitative research
Identified some of the main characteristics of qualitative research
Identified some of the reasons why the qualitative research process may be useful to developing our understanding and knowledge of particular phenomenon or issues.
Plenary tasks (to be completed for week 10)
Read the whole paper.
Based on this reading summarise the characteristics of qualitative research design evident within the paper
Based on the reading outline the methods used within the paper to understand the experiences of the participants
Take a bow, dim the lights and exit stage right – well done again team!!