Since initially writing on thematic analysis in 2006, the popularity of the method we outlined has exploded, the variety of TA approaches have expanded, and, not least, our thinking has developed a...

Reflecting on reflexive thematic analysis

Developing a universal quality standard for thematic analysis (TA) is complicated by the existence of numerous iterations of TA that differ paradigmatically, philosophically and procedurally. This ...

One size fits all? What counts as quality practice in (reflexive) thematic analysis?

Qualitative research has grown within sport and exercise psychology and is now widely conducted The purpose of this review is to discuss three commonly used ways to demonstrate rigor when conducti

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Developing rigor in qualitative research: problems and opportunities within sport and exercise psychology

Since the publication of their inaugural paper on the topic in 2006, Braun and Clarke’s approach has arguably become one of the most thoroughly delineated methods of conducting thematic analysis (TA). However, confusion persists as to how to implement this specific approach to TA appropriately. The authors themselves have identified that many researchers who purport to adhere to this approach—and who reference their work as such—fail to adhere fully to the principles of ‘reflexive thematic analysis’ (RTA). Over the course of numerous publications, Braun and Clarke have elaborated significantly upon the constitution of RTA and attempted to clarify numerous misconceptions that they have found in the literature. This paper will offer a worked example of Braun and Clarke’s contemporary approach to reflexive thematic analysis with the aim of helping to dispel some of the confusion regarding the position of RTA among the numerous existing typologies of TA. While the data used in the worked example has been garnered from health and wellbeing education research and was examined to ascertain educators’ attitudes regarding such, the example offered of how to implement the RTA would be easily transferable to many other contexts and research topics.

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A worked example of Braun and Clarke’s approach to reflexive thematic analysis

Thematic analysis (TA), as a qualitative analytic method, is widely used in health care, psychology, and beyond. However, scant details are often given to demonstrate the process of data analysis, ...

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Applying Thematic Analysis to Education: A Hybrid Approach to Interpreting Data in Practitioner Research:

Thematic analysis (TA) is one of a cluster of analytic approaches you can use, if you want to identify patterns of meaning across a qualitative dataset. The widely-used version of TA we outline in this chapter is fairly unique in the canon of qualitative analytic approaches in that it just offers the researcher analytic tools to make sense of data. It is not tied to a particular theoretical framework, and it does not come with methodological stipulations about, for example, how to sample, or to collect data. This gives the researcher great flexibility in how they use TA. Alongside the fact that TA is a relatively accessible qualitative analytic technique, these features make it an excellent and robust method for beginner qualitative researchers, for those wishing to do fairly descriptive work, for those working in teams across disciplinary contexts, or with researchers of mixed (qualitative) experience, and for those wanting to produce research for public consumption (e.g., policy- or practice- oriented research). That said TA also provides a tool that offers the potential for nuanced, complex, interpretative analysis. After introducing TA, and explaining why and when you might use it, we provide a detailed discussion of how you do TA, illustrated with examples from Paul’s focus group study exploring women’s perspectives on, and experiences of, exercise.

Paul Weate

Papers

Using thematic analysis in sport and exercise research