Sports-Self-regulation is best understood using the SOC model of Selection (S), Optimization (O), and Compensation (C), which relates to how youth develop strategies for goal-directed behavior.

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ASSIGNMENT 1

Question 1

Your are developing an interview guide to study goal-directed behavior in youth who participate in sport. Self-regulation is best understood using the SOC model of Selection (S), Optimization (O), and Compensation (C), which relates to how youth develop strategies for goal-directed behavior. Selection (S) describes how youth select and commit themselves to specific goals. Optimization (O) describes how youth identify and utilize resources to plan their achievement of goals. Compensation (C) describes how youth avoid or minimize negative influences or challenges when reaching goals. Based on this information, you develop the following interview guide (see below).

Please go through this guide and provide feedback on the questions. Are there any structural or substantive issues to address?

 

Interview Guide

Overall

  1. What is the best part of this program?
    1. Describe your satisfaction with the program

Selection

  1. How has the program influenced your ability to set goals?
    1. Can you describe how the program influenced your sport goals?
    2. Can you describe how the program influenced your health-related goals, like nutrition and wellness?
    3. Can you describe how the program influenced your academic goals?
    4. How do these different sport, health, and academic goals relate to each other?
  2. How has the program influenced your dedication to reaching your goals?
    1. Did coaches influence this process?
    2. Did other kids in the program influence this process?

Optimization

  1. Did you develop a plan to achieve your goals?

Compensation

  1. Were there any challenges to achieving your goals? If so please describe them?
    1. How did the program influence how you dealt with these challenges?
  2. If/when you encounter challenges, how do you adjust?
    1. Does the program influence this adjustment?
      1. Note: Might be an opportunity for probe. Who influences more, coaches or other kids?
 

 

 

 

 

 

Question 2

You have been asked to “member check” a transcript from a focus group conducted by your colleague (see below). To do this:

  1. Click Review > Track Changes at the top of this file (Assignment 1). This will “track” any edits you make to this document so that you and your research team can reconcile any discrepancies.
  2. Go into Canvas Week 5 and open the audio file titled “Member Check Audio”
  3. Listen to the audio and read through the transcript below. Make any edits/changes that are needed.

 

Focus Group 2 Transcript

 

START [10:06]

 

Respondent C: Like she said the cheer zones, even if its just ten, twenty seconds of energy and excitement they give you it’s still raising your hopes and motivating you.

 

Respondent B: So I can think of one specific example for me um was running one race that has a bunch of hills in it and it’s super hot, middle of summer and so I was running it and I, you know, I’ve been practicing hills so I thought I was going to get a good time and I was running it and I got like halfway up one hill and I’m like ‘oh no, I can’t’ and I stopped and I started walking and there was uh one running leader his name I think was Michael? Um I’d never met him before and he was like ‘oh you’ve been keeping up with me this whole way and we were like in the first mile and he  ended up running with me the rest of the race and I ended up placing because he like kept running –

 

Group: Wow, awesome

 

Respondent A:  I was going to say during practice itself, our team what we would do is like as people would come in towards the end of the race they would like, wait I guess you could say and there would be like two people on each side who sold bands and would like, make a beer funnel at the end.

 

Moderator: Oh! I know what you mean, the, yeah

 

Respondent A: Yeah, that’s the best way I could explain it – it was pretty cool, like motivation to get done I guess

 

Moderator: That’s great, these are all great anecdotes –

 

Respondent C: We don’t make any cheer tunnels [laughs] but um we’ll go, after we’re done, whoevers done their laps will go back on the course and run someone else in

 

Respondent A: On our team yeah we did that too, we would like run back and get someone

 

END [11:45]

 

Make sure you turn off Tracked Changes before proceeding!!!

Click Review > Track Changes at the top of this file (Assignment 1). This will turn off the edit tracking function.

 

Question 3

Based on your literature review, you know that people can build positive relations by “sharing” an identity to a social activity, such as sport. You have conducted a focus group with a running program that emphasizes building positive relations between participants, and have chosen to conduct an inductive thematic analysis of the data to determine if this is happening. Please follow the steps outlined in the lecture to code the data and arrange it into representative themes. To do this:

  1. Go into Canvas Week 5 and open the transcript titled “Focus Group Example”
  2. Read through the transcript one time to familiarize yourself with the data
  3. Generate initial codes that seem to relate to participant relations (use the highlighter function!)
  4. Review initial codes, then organize similar codes into themes
  5. Label each theme to reflect its meaning
  6. Using the space on the next page, provide a brief narrative to describe the themes using data extracts to substantiate your description.

 

Narrative

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Question 4

You are presented with the same data as Questions 3, but instead of using a thematic analysis you decide to utilize qualitative content analysis. Specifically, you are interested in how the participants are describing the program context vs. other social contexts. To do this:

  1. Go into Canvas Week 5 and open the transcript titled “Focus Group Example”
  2. Read through the transcript one time to familiarize yourself with the data
  3. Generate initial codes that seem to relate to participant’s descriptions of program settings. Do the same for descriptions of other social contexts (use the highlighter function!)
  4. Go through these codes and count how many are positive statements of the program context vs. negative statements of the program context. Do the same for descriptions of other social contexts (use the table below to record your answers)
  5. For each context, go through the codes and select a few key words or phrases that were used to describe the positive or negative feeling
  6. Using the space on the next page, provide a brief narrative to describe the themes. Remember, the form of this narrative will be different than what you provided for the thematic analysis!

 

Program Context
Positive Statements

 

Count:

 Negative Statements

 

Count:
Key Words Key Words
Other Contexts
Positive Statements

 

Count:

 Negative Statements

 

Count:
Key Words Key Words
Narrative

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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