Showing papers on "Grounded theory published in 2017"

Discovery of Grounded Theory: Strategies for Qualitative Research

Abstract: Most writing on sociological method has been concerned with how accurate facts can be obtained and how theory can thereby be more rigorously tested. In The Discovery of Grounded Theory, Barney Glaser and Anselm Strauss address the equally Important enterprise of how the discovery of theory from data--systematically obtained and analyzed in social research--can be furthered. The discovery of theory from data--grounded theory--is a major task confronting sociology, for such a theory fits empirical situations, and is understandable to sociologists and laymen alike. Most important, it provides relevant predictions, explanations, interpretations, and applications. In Part I of the book, "Generation Theory by Comparative Analysis," the authors present a strategy whereby sociologists can facilitate the discovery of grounded theory, both substantive and formal. This strategy involves the systematic choice and study of several comparison groups. In Part II, The Flexible Use of Data," the generation of theory from qualitative, especially documentary, and quantitative data Is considered. In Part III, "Implications of Grounded Theory," Glaser and Strauss examine the credibility of grounded theory. The Discovery of Grounded Theory is directed toward improving social scientists' capacity for generating theory that will be relevant to their research. While aimed primarily at sociologists, it will be useful to anyone Interested In studying social phenomena--political, educational, economic, industrial-- especially If their studies are based on qualitative data.

Constructing Grounded Theory: A Practical Guide through Qualitative Analysis

Abstract: การวจยเชงคณภาพ เปนเครองมอสำคญอยางหนงสำหรบทำความเขาใจสงคมและพฤตกรรมมนษย การวจยแบบการสรางทฤษฎจากขอมล กเปนหนงในหลายระเบยบวธการวจยเชงคณภาพทกำลงไดรบความสนใจ และเปนทนยมเพมสงขนเรอยๆ จากนกวชาการ และนกวจยในสาขาสงคมศาสตร และศาสตรอนๆ เชน พฤตกรรมศาสตร สงคมวทยา สาธารณสขศาสตร พยาบาลศาสตร จตวทยาสงคม ศกษาศาสตร รฐศาสตร และสารสนเทศศกษา ดงนน หนงสอเรอง “ConstructingGrounded Theory: A Practical Guide through Qualitative Analysis” หรอ “การสรางทฤษฎจากขอมล:แนวทางการปฏบตผานการวเคราะหเชงคณภาพ” จะชวยใหผอานมความรความเขาใจถงพฒนาการของปฏบตการวจยแบบสรางทฤษฎจากขอมล ตลอดจนแนวทาง และกระบวนการปฏบตการวจยอยางเปนระบบ จงเปนหนงสอทควรคาแกการอานโดยเฉพาะนกวจยรนใหม เพอเปนแนวทางในการนำความรความเขาใจไประยกตในงานวจยของตน อกทงนกวจยผเชยวชาญสามารถอานเพอขยายมโนทศนดานวจยใหกวางขวางขน

The Power of Constructivist Grounded Theory for Critical Inquiry

Abstract: The pragmatist roots of constructivist grounded theory make it a useful method for pursuing critical qualitative inquiry. Pragmatism offers ways to think about critical qualitative inquiry; constru...

A grounded theory of positive youth development through sport based on results from a qualitative meta-study.

Abstract: The overall purpose of this study was to create a model of positive youth development (PYD) through sport grounded in the extant qualitative literature. More specifically, the first objective was to review and evaluate qualitative studies of PYD in sport. The second objective was to analyze and synthesize findings from these studies. Following record identification and screening, 63 articles were retained for analysis. Meta-method analysis revealed strengths of studies were the use of multiple data collection and validity techniques, which produced high-quality data. Weaknesses were limited use of ‘named’ methodologies and inadequate reporting of sampling procedures. Philosophical perspectives were rarely reported, and theory was used sparingly. Results of an inductive meta-data analysis produced three categories: PYD climate (adult relationships, peer relationships, and parental involvement), life skills program focus (life skill building activities and transfer activities), and PYD outcomes (in ...

Using conceptual depth criteria: addressing the challenge of reaching saturation in qualitative research

Abstract: Saturation remains a problematic concept within the field of qualitative research, particularly with regard to issues of definition and process. This article sets out some of the common problems with saturation and, with reference to one research study, assesses the value of adopting a range of ‘conceptual depth criteria’ to address problems of definition and process when seeking to establish saturation within a grounded theory approach. It is suggested that the criteria can act as a test to measure the progress of the theoretical sampling and thus ascertain the readiness of the research for the final analytical stages and theory building. Moreover, the application of ‘conceptual depth criteria’ provides the researcher with an evaluative framework and a tool for producing a structured evidence base to substantiate choices made during the theoretical sampling process.

Sympathy, empathy, and compassion: A grounded theory study of palliative care patients’ understandings, experiences, and preferences

Abstract: Background:Compassion is considered an essential element in quality patient care. One of the conceptual challenges in healthcare literature is that compassion is often confused with sympathy and em...

Barriers and facilitators to the implementation of person-centred care in different healthcare contexts

Abstract: Background To empower patients and improve the quality of care, policy-makers increasingly adopt systems to enhance person-centred care. Although models of person-centredness and patient-centredness vary, respecting the needs and preferences of individuals receiving care is paramount. In Sweden, as in other countries, healthcare providers seek to improve person-centred principles and address gaps in practice. Consequently, researchers at the University of Gothenburg Centre for Person-Centred Care are currently delivering person-centred interventions employing a framework that incorporates three routines. These include eliciting the patient's narrative, agreeing a partnership with shared goals between patient and professional, and safeguarding this through documentation. Aim To explore the barriers and facilitators to the delivery of person-centred care interventions, in different contexts. Method Qualitative interviews were conducted with a purposeful sample of 18 researchers from seven research studies across contrasting healthcare settings. Interviews were transcribed, translated and thematically analysed, adopting some basic features of grounded theory. Ethical issues The ethical code of conduct was followed and conformed to the ethical guidelines adopted by the Swedish Research Council. Results Barriers to the implementation of person-centred care covered three themes: traditional practices and structures; sceptical, stereotypical attitudes from professionals; and factors related to the development of person-centred interventions. Facilitators included organisational factors, leadership and training and an enabling attitude and approach by professionals. Trained project managers, patients taking an active role in research and adaptive strategies by researchers all helped person-centred care delivery. Conclusion At the University of Gothenburg, a model of person-centred care is being initiated and integrated into practice through research. Knowledgeable, well-trained professionals facilitate the routines of narrative elicitation and partnership. Strong leadership and adaptive strategies are important for overcoming existing practices, routines and methods of documentation. This study provides guidance for practitioners when delivering and adapting person-centred care in different contexts.

Openness and praxis: Exploring the use of open educational practices in higher education

Abstract: Open educational practices (OEP) is a broad descriptor of practices that include the creation, use, and reuse of open educational resources (OER) as well as open pedagogies and open sharing of teaching practices. As compared with OER, there has been little empirical research on individual educators’ use of OEP for teaching in higher education. This research study addresses that gap, exploring the digital and pedagogical strategies of a diverse group of university educators, focusing on whether, why, and how they use OEP for teaching. The study was conducted at one Irish university; semi-structured interviews were carried out with educators across multiple disciplines. Only a minority of educators used OEP. Using constructivist grounded theory, a model of the concept “Using OEP for teaching” was constructed showing four dimensions shared by open educators: balancing privacy and openness, developing digital literacies, valuing social learning, and challenging traditional teaching role expectations. The use of OEP by educators is complex, personal, and contextual; it is also continually negotiated. These findings suggest that research-informed policies and collaborative and critical approaches to openness are required to support staff, students, and learning in an increasingly complex higher education environment.

Fundamentals of Qualitative Research: A Practical Guide

Abstract: This book is the road map to proficiency and development in the field of qualitative research. Borrowing from a wealth of experience teaching introductory qualitative research courses, author Kakali Bhattacharya lays out a dynamic program for learning different paradigms of inquiry, empowering students to recognize the convergence of popular research methodologies as well as the nuances and complexities that set each of them apart. Her book: supplements the readings and activities in a qualitative methods class, exposing students to the research process and the dominant types of qualitative research; introduces a variety of theoretical perspectives in qualitative research, including positivism and postpositivism, interpretivism, feminism, symbolic interactionism, phenomenology, hermeneutics, critical theory, and Critical Race Theory; identifies and summarizes the three dominant methodological approaches in qualitative research: narrative inquiry, grounded theory, and ethnography; provides interactive activities and exercises to help students crystallize their understanding of the different topics in each chapter.

Research Methods in Health: Foundations for Evidence-based Practice

Abstract: PART I METHODS AND PRINCIPLES1. The Science of Words and the Science of Numbers: Research Methods as Foundations for Evidence-based Practice in HealthEvidence and evidence-based practiceResearch designs: which one?Ontology and epistemologyQualitative and quantitative approaches: a comparisonMixed methodsResearch rigour: trustworthiness and reliability/validitySampling issues2. What is Ethical Research?Converging principles in medical, health and social care research?Understanding and applying the principles of ethical researchAutonomy PART II QUALITATIVE APPROACHES AND PRACTICES3. The In-depth Interviewing Method in HealthWhat is an in-depth interview?Framework options for the in-depth interviewQuestions and in-depth interviewsTypes of questionsDoing an in-depth interview: the sequencePractical issues in doing an interview4. Focus Groups in Health ResearchWhy choose focus groups as a method of enquiry?Planning the focus groupsConducting the focus groupsDeveloping proficiency in conducting focus groups5. Narrative Enquiry and Health ResearchWhat is narrative enquiry?Narrative enquiry method6. Ethnography as Health ResearchA method with a long pedigreeEthnography in health settingsDesigning an ethnographic study7. Using Grounded Theory in Health ResearchHistory and 'modes' of grounded theoryGrounded theory: perspectives and questionsThe steps taken in a grounded theory studyA 'grounded theory' (what is it?)8. Phenomenology and Rehabilitation ResearchPhenomenologyDesigning and conducting phenomenological research in rehabilitation practiceData collection: conducting qualitative interviewsThe role of the researcher in phenomenological researchThe data analysis processStrategies of rigourContribution to evidence-based practice9. Using Clinical Data-mining as Practice-based EvidenceData-mining: definitionContext for its useComparison with other research methodsClinical data-mining: its advantages and drawbacksClinical data-mining: the processClinical data-mining: a case study10. 'Clear at a Distance, Jumbled up Close': Observation, Immersion and Reflection in the Process that is Creative Research'Observation', 'clinical observation' and 'participant observation'The two faces of observation: do you 'take' or 'make' observations?Five examples of observationKey decision points in the use of observationThe process of observationally based research PART III QUANTITATIVE APPROACHES AND PRACTICES11. Measure Twice, Cut Once: Understanding the Reliability and Validity of the Clinical Measurement Tools Used in Health ResearchHow do we measure?How are assessment tools developed?Psychometric (measurement) propertiesInterpretabilityCriteria for selecting tests and measures in research and practiceCriteria for evaluating studies that examine the measurement properties of tool12. Single-subject Experimental Designs in Health ResearchAre RCTs and group designs always the designs of choice?What are single-subject experimental designs?When did SSEDs develop? Are they a popular design? Are they considered powerful?Types of SSEDsAnalysis of SSED data13. Surveys and Questionnaires in Health ResearchWhy do we use surveys and questionnaires?What are the main survey designs?How is measurement theory applied to survey research?How are surveys designed?Survey formatHow are survey questions constructed?How are surveys administered?14. How Do We Know What We Know?Epidemiology in Health ResearchThe who, the where and the whenObservational studies: descriptive versus analytical epidemiologyPopulation health data15. Clinical Trials: The Good, the Bad and the UglyGood trials versus bad trialsRandomised controlled trialsIssues that affect the internal validity of a randomised trialIssues that affect the external validity of a randomised trialReporting RCTsAssessing the quality of clinical trials PART IV EVIDENCE-BASED PRACTICE AND SYSTEMATIC REVIEW16. Evidence-based Health CareDefining 'evidence'Evidence-based practiceMisconceptions of EBPAppraising clinical guidelinesImplementing EBP: issues, strategies and using audit for implementation17. Evidence-based Practice in Therapeutic Health CareEvidence hierarchies and evidence qualityCurrent practiceTherapy case studyDiagnosis case study18. Metasynthesis of qualitative research for evidence-based practiceThe 'what' of metasynthesisThe 'why' of metasynthesisThe 'how' of metasynthesis19. Everything You Wanted to Know about Systematic Reviews but Were Afraid to AskA step-by-step guide to conducting a systematic review PART V MIXED METHODOLOGY AND COLLABORATIVE PRACTICES20. Integrated Methods in Health ResearchIntegrated approachesOntological integrationEpistemological integrationSamplingDesignAnalysis, display, interpretation and synthesis of results21. The Use of Mixed Methods in Health ResearchDifferent types of mixed methodsWhy use mixed methods?Critical appraisal of mixed methods studiesA case study: exploring reasons why women do not use breast screeningChallenges and terrors of mixing methodsIn conclusion or inconclusion?22. Collaborative Participatory Research with Disadvantaged CommunitiesParticipatory action researchCollaborative participatory researchCPR in practiceA community context: Indigenous health research in Australia PART V MIXED METHODOLOGY AND COLLABORATIVE PRACTICES20. Integrated Methods in Health ResearchIntegrated approachesOntological integrationEpistemological integrationSamplingDesignAnalysis, display, interpretation and synthesis of results21. The Use of Mixed Methods in Health ResearchDifferent types of mixed methodsWhy use mixed methods?Critical appraisal of mixed methods studiesA case study: exploring reasons why women do not use breast screeningChallenges and terrors of mixing methodsIn conclusion or inconclusion?22. Collaborative Participatory Research with Disadvantaged CommunitiesParticipatory action researchCollaborative participatory researchCPR in practiceA community context: Indigenous health research in AustraliaPART VI MAKING SENSE OF DATA AND PRESENTATION23. Making Sense of Qualitative DataGeneric principles regarding qualitative data analysisCodingWhat can be coded?Steps and strategies for codingTypes of data analysis24. Computer-Assisted Qualitative Data Analysis (CAQDAS)What is CAQDAS?CAQDAS program optionsCAQDAS functionsBenefits of CAQDASCautions about CAQDASCAQDAS: to use or not to use25. Data Analysis in Quantitative ResearchStatistics in health researchChoosing statistical testsConducting statistical tests26. How to Read and Make Sense of Statistical DataWhere to beginReading and interpreting descriptive statisticsReading and interpreting inferential statisticsHow to interpret findings that are statistically significantHow to interpret findings that are not statistically significantWhat it all means: some simple decision rules for making sense of inferential statistics27. Writing and Critically Appraising Published Research ReportsThe nature of qualitative research writingThe nature of quantitative research writingThe structure of research writing: commonality and divergence

Series: Practical guidance to qualitative research. Part 2: Context, research questions and designs.

Abstract: In the course of our supervisory work over the years, we have noticed that qualitative research tends to evoke a lot of questions and worries, so-called frequently asked questions (FAQs). This series of four articles intends to provide novice researchers with practical guidance for conducting high-quality qualitative research in primary care. By 'novice' we mean Master's students and junior researchers, as well as experienced quantitative researchers who are engaging in qualitative research for the first time. This series addresses their questions and provides researchers, readers, reviewers and editors with references to criteria and tools for judging the quality of qualitative research papers. This second article addresses FAQs about context, research questions and designs. Qualitative research takes into account the natural contexts in which individuals or groups function to provide an in-depth understanding of real-world problems. The research questions are generally broad and open to unexpected findings. The choice of a qualitative design primarily depends on the nature of the research problem, the research question(s) and the scientific knowledge one seeks. Ethnography, phenomenology and grounded theory are considered to represent the 'big three' qualitative approaches. Theory guides the researcher through the research process by providing a 'lens' to look at the phenomenon under study. Since qualitative researchers and the participants of their studies interact in a social process, researchers influence the research process. The first article described the key features of qualitative research, the third article will focus on sampling, data collection and analysis, while the last article focuses on trustworthiness and publishing.

Grounded theory methodology in information systems research

Abstract: Grounded theory methodology (GTM), with its espoused goal of theory development of novel phenomena, has found broad application in Information Systems (IS) research. To investigate how GTM is applied in IS research and how the research contributions are contingent on those applications, we review 43 GTM-based articles in major IS and related journals. Ten of the articles develop theory. The other 33 articles use GTM to develop models and rich descriptions of new phenomena as their theoretical contribution. We show that each of the three forms is valuable to the IS community. For example, studies that develop theories and models are highly cited in the IS literature. We identify nine GTM procedures that are applied in various combinations to develop the three forms of research contribution. Treating GTM as a portfolio of the nine procedures, we examine the implications for the research contribution of adopting the core GTM procedures compared with a partial portfolio of those procedures.

The physician’s experience of changing clinical practice: a struggle to unlearn

Abstract: Changing clinical practice is a difficult process, best illustrated by the time lag between evidence and use in practice and the extensive use of low-value care. Existing models mostly focus on the barriers to learning and implementing new knowledge. Changing clinical practice, however, includes not only the learning of new practices but also unlearning old and outmoded knowledge. There exists sparse literature regarding the unlearning that takes place at a physician level. Our research objective was to elucidate the experience of trying to abandon an outmoded clinical practice and its relation to learning a new one. We used a grounded theory-based qualitative approach to conduct our study. We conducted 30-min in-person interviews with 15 primary care physicians at the Cleveland VA Medical Center and its clinics. We used a semi-structured interview guide to standardize the interviews. Our two findings include (1) practice change disturbs the status quo equilibrium. Establishing a new equilibrium that incorporates the change may be a struggle; and (2) part of the struggle to establish a new equilibrium incorporating a practice change involves both the “evidence” itself and tensions between evidence and context. Our findings provide evidence-based support for many of the empirical unlearning models that have been adapted to healthcare. Our findings differ from these empirical models in that they refute the static and unidirectional nature of change that previous models imply. Rather, our findings suggest that clinical practice is in a constant flux of change; each instance of unlearning and learning is merely a punctuation mark in this spectrum of change. We suggest that physician unlearning models be modified to reflect the constantly changing nature of clinical practice and demonstrate that change is a multi-directional process.

Comparing grounded theory and topic modeling: Extreme divergence or unlikely convergence?

Abstract: Researchers in information science and related areas have developed various methods for analyzing textual data, such as survey responses. This article describes the application of analysis methods from two distinct fields, one method from interpretive social science and one method from statistical machine learning, to the same survey data. The results show that the two analyses produce some similar and some complementary insights about the phenomenon of interest, in this case, nonuse of social media. We compare both the processes of conducting these analyses and the results they produce to derive insights about each method's unique advantages and drawbacks, as well as the broader roles that these methods play in the respective fields where they are often used. These insights allow us to make more informed decisions about the tradeoffs in choosing different methods for analyzing textual data. Furthermore, this comparison suggests ways that such methods might be combined in novel and compelling ways.

Becoming agile: a grounded theory of agile transitions in practice

Abstract: Agile adoption is typically understood as a one-off organizational process involving a staged selection of agile development practices This view of agility fails to explain the differences in the pace and effectiveness of individual teams transitioning to agile development Based on a Grounded Theory study of 31 agile practitioners drawn from 18 teams across five countries, we present a grounded theory of becoming agile as a network of on-going transitions across five dimensions: software development practices, team practices, management approach, reflective practices, and culture The unique position of a software team through this network, and their pace of progress along the five dimensions, explains why individual agile teams present distinct manifestations of agility and unique transition experiences The theory expands the current understanding of agility as a holistic and complex network of on-going multi-dimensional transitions, and will help software teams, their managers, and organizations better navigate their individual agile journeys

Recreational cultural ecosystem services: How do people describe the value?

Abstract: Different ways of viewing human-nature interactions affect the ways in which these are conceptualized and operationalized with regards to cultural ecosystem services (CES). To clarify if some conceptualizations provide more appropriate descriptions of benefits, these need to be discussed in relation to the lived experience. This paper addresses some aspects of the controversy around the use of the concept of CES and associated framing of ‘values’. Our aim is to understand potential distinctions between individuals’ expressions of values of their experiences and the language of value of ES. We use Swedish focus group material formed to understand how individuals perceive and express their values of the experiences of spending time in natural environments in their own words. We apply an interpretivist approach inspired by grounded theory and present our findings as the broader interpretative repertoire ‘axiomatic value’. The interpretative repertoire informed three discourses that participants describe as valuable in relation to experiences in nature: ‘indivisibility’, ‘incommensurability’, and ‘the goodness of perceived naturalness’. The latter comprised the underlying themes ‘nature as authentic’, ‘nature as healing’ and ‘nature as beauty, magic and movement’. We discuss implications for conceptualizations of value and question the appropriateness of the non-contextual and categorical language of ES.

Embodiment in Qualitative Research

Abstract: Embodiment in Qualitative Research connects critical, interdisciplinary theorizing of embodiment with creative, practical strategies for engaging in embodied qualitative research. Ellingson equips qualitative researchers not only to resist the mind–body split in principle but to infuse their research with the vitality that comes from embracing knowledge production as deeply embedded in sensory experience. Grounded in poststructuralist, posthumanist, and feminist perspectives, this innovative book synthesizes current interdisciplinary theories and research on embodiment; explores research examples from across the social sciences, education, and allied health; and features embodied ethnographic tales and evocative moments from everyday life for reflexive consideration. Each chapter offers flexible starting points for doing embodiment actively throughout every stage of qualitative research. An awareness of, and an active engagement with, issues of embodiment enhances scholars’ ability to produce high quality research and enlarges their capacity as public intellectuals to spark positive social change, particularly within marginalized communities. The strategies offered relate to methodologies from across the entire spectrum: from traditional qualitative methods such as grounded theory, critical/theoretical analysis, and discourse analysis, to arts-based research — including performance, autoethnographic narrative, poetry, and documentary film making. Embodiment in Qualitative Research is designed as a resource book for qualitative researchers who want to explore the latest trends in critical theorizing. The writing style will appeal to researchers who seek a bridge between abstract theorizing and pragmatic strategies for producing outstanding qualitative research, as well as to critical scholars who want to integrate embodied ways of knowing with their theorizing. Graduate (and advanced undergraduate) qualitative methods students and early career researchers, as well as advanced scholars seeking to enrich the scope and texture of their work, will find the text inspiring and engaging.

How organizations move from stigma to legitimacy: the case of Cook's travel agency in Victorian Britain

Abstract: Based on an in-depth historical study of how Thomas Cook’s travel agency moved from stigmatization to legitimacy among the elite of Victorian Britain, we develop a model of organizational destigmat...

Developmental Model of Intercultural Sensitivity

Abstract: The Developmental Model of Intercultural Sensitivity (DMIS) created by Milton J. Bennett is a grounded theory based on constructivist perception and communication theory. It assumes that the experience of reality is constructed through perception, and that more complex perceptual categories yield more complex (sophisticated) experience. Specifically, the DMIS assumes that we are constructing boundaries of “self” and “other” in ways that guide our experience of intercultural events. The most ethnocentric construction, Denial, is one wherein only vague categories of “other” are available for perceiving people from different cultural contexts. At the other end of the continuum, the most ethnorelative construction of Integration supposes that complex self/other categories are incorporated into one's personal identity and into decision-making regarding ethicality in multicultural relations. This entry describes the theory and application of the DMIS to diagnosis and intervention, including some discussion of measuring intercultural sensitivity and the main criticisms of the model and its measurement. Keywords: constructivism; ethnorelativism; intercultural communication; intercultural education; intercultural research; intercultural training

Blended Learning: Deficits and Prospects in Higher Education.

Abstract: This article examines the nature and evolution of the term blended learning (BL), which encompasses numerous connotations, including its conception as a strategy, delivery mode, opportunity, educational shift, or pedagogical approach. Although much has been said in this field, very few studies examine the different types of blends behind their implementation. To address this gap in the literature, the article indicates types of blends and analyses the characteristics of BL, its benefits and limitations, supported by a review of literature, and an analysis of a sample of BL cases in higher education language-teaching worldwide. Additional data were also gathered through a questionnaire administered to language department chairs. Data were triangulated and analysed using the grounded theory approach. The article closes with an examination of different levels of blending, the various perspectives within the educational community on its use, and a discussion of its future applicability, especially in higher education.

Special Invited Paper

Abstract: What continuities and contradictions can qualitative researchers discern among versions of the grounded theory method? How do contradictions within the method affect research practice? How do new v...

What works in coach learning, how, and for whom? A grounded process of soccer coaches’ professional learning

Abstract: Research into sport coaches’ learning previously relied on descriptive learning histories and retrospective coach perceptions that revealed little detail about the processes and outcomes involved. More recent nuanced approaches have started to evidence the idea that coaches actively integrate multiple experiences as interconnected modes of learning, influenced by pre-existing biography. A learning theory specific to coaching that can explain how practitioners dynamically interact with learning environments is a necessary addition to advance understanding, inform professional development opportunities and move the field forward. This research aimed to address this gap by investigating the learning of 25 English youth soccer coaches. Longitudinal semi-structured interviews and video stimulated recall interviews were used to elicit knowledge use in practice, associated sources of learning, and moderating factors. Data were organised and analysed using techniques and principles of grounded theory. A s...