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collation of the data extracts and related information, and, lastly, (c) applying the code to the data set.

3.6.2.2.1 Step five: Establishment of the initial theory-driven code and code manual. The prior- research, or theory-driven, codes included in the Complete Code Manual were primarily

derived as a reflection of the subscales from the psychometric tests employed in the current study. Accordingly, the respective codes in the data management tool were classified under one of three categories: Motivational regulation, performance strategies, and characteristics of dispositional flow. At the outset, the code manual thus included six items which reflect they varying types of motivational regulation incorporated in the sport motivation scale (SMS II; Pelletier et al., 2013), eight items indicative of typical performance enhancement strategies employed by athletes in practice settings (TOPS 2; Hardy et al., 2010), and nine items which designated the dimensions inherent in the dispositional flow scale (LONG DFS-2–Physical; Jackson et al., 2010). Although the twenty-three theory-driven themes offered a comprehensive foundation for the code, prior to and during the transcription process it became increasingly evident that a hybrid combination (Fereday & Muir-Cochrane, 2006) of inductive and deductive code

development would be essential. Hence, the establishment of the initial code was approached from a multifaceted perspective: Where required, the foundation of theory- driven codes was augmented by essential data-driven codes.

The codes for the self-talk and imagery performance strategies were unfavourably generic; thus, further differentiation was indispensable. As outlined by Hardy, Gammage, and Hall (2001) and Hardy, Hall, and Alexander (2001), self-talk can be examined from various perspectives including the nature (positive or negative; internal or external), structure (a word, phrase, or complete sentence), person (use of subjective, objective, or possessive pronouns) and type of task instruction (general or skill specific). A premeditated, truly comprehensive exploration of self-talk was beyond the scope of the current research, however. Here, it sufficed to commence by including three codes which identified self-talk as primarily positive (code seven), instructional (code eight), or negative (code nine) in nature—each of which is arguably derived from a distinct locus of motivational regulation and yields an equally distinct outcome (Hardy, Gammage, & Hall, 2001; Hardy, Hall, & Alexander, 2001). Moreover, the three aforementioned categories adequately contributed to the preliminary management of data extracts pertaining to performance enhancement strategies employed by participants. Thus, designating self-talk as instructional and/or positive or negative in nature facilitated addressing the research questions at hand. It was anticipated that the additional data-driven codes would satisfy the eventual need to further identify essential distinctions, or perspectives, of the self-talk employed and referenced by the student-athletes.

Similarly, while the imagery subscale on the TOPS 2 (Hardy et al., 2010) offers the initial higher-order theme of mental imagery, or visualisation, as a code it does not adequately differentiate between the motives behindimagery use. For instance, engaging in imagery to correct a technical skill and employing imagery as a means of arousal regulation involves comparatively distinct objectives and outcomes (Martin et al., 1999; Munroe et al., 2000), and unambiguous identification of exactly such strategical uses was relevant to the research questions at hand. Consequently, beyond the platitudinous identification of imagery (code 13), two broad categories (cognitive and motivational) and

five further distinctions were included thereunder (in codes 14 to 18) as delineated by Martin et al. (1999). The distinctions between general and specific uses of imagery emanate from the imagery use research conducted by A. Paivio (as cited in Hall, 1998) and were further developed by Martin et al., (1999) and Munroe et al. (2000). Ensuring that diversified types of imagery were easily discernible served to offer greater clarity within the code yet also to lessen the possibility of undesiredoverlap.

Codes which were decidedly closely connected were immediately flagged for additional critical consideration. Specifically, during the first stage of establishing the code manual, it was evident that three codes require specific attention to determine how to best combine or make them distinct from one another. First, emotional control (TOPS 2; Hardy et al., 2010) and sense of control (LONG DFS-2—Physical; Jackson et al., 2010) both deal with regulatory mechanisms. Whereas performing with a sense of control has a strong connection to the concept of trust in one’s ability to literally or figuratively exercise control during the performance of a motor skill (Schmidt, 1975; Moore & Stevenson, 1991; Jackson, 2000), emotional control clearly pertains to the management of emotional states. In an arguably reciprocal nature, exercising emotional control enables the establishment of the aforementioned trust in one’s abilities and such trust lends support to the regulation of emotional states (Herwig, Kaffenberger, Jäncke, & Brühl, 2010; Robazza et al., 2004). Thus, a functional relationship exists between one’s cognitions and emotions (Lazarus, 2000), for, “although emotion is always a response to meaning, it can also influence subsequent thoughts and emotions” (p. 48). Consequently, precisely because both a sense

of control (code 27) and emotional control (code 10) are, in essence, actively and/or passively utilised to foster the success of the other, it was deemed logical to retain them as distinct, albeit ineluctably related, entities. Second, goal setting (TOPS 2; Hardy et al., 2010) and clear goals (LONG DFS-2–Physical; Jackson et al., 2010) clearly deal with the same inherent theme. While both are related, each pertains to a specific and separate phase of a technique. Goal setting, or the process of establishing and defining steps towards fulfilling goals, refers to the early stages of a systemic series of actions. In comparison, having a clear goal to vie for refers to subsequent stages of the aforementioned systemic series of actions. Hence, both engaging in goal setting (code 12) and having a clear

goal (code 24) constituted individual entities, respectively.

Finally, the autotelic experience characteristic of flow and intrinsic motivational orientations are innately and inextricably interconnected; this warranted a need for explicit clarity and vigilance while coding. Csikszentmihalyi (1990) defines flow as “the state in which people are so involved in an activity that nothing else seems to matter; the experience itself is so enjoyable that people will do it even at great cost, for the sheer sake of doing it” (p. 4). Autotelic experiences are further described as possible in “a self- contained activity, one that is done not with the expectation of some future benefit, but simply because the doing itself is the reward” (Csikszentmihalyi, 1990, p. 67). Thus, the autotelic state of flow is one in which internal drive is the compelling force which prompts action and involvement. So too, however, can one refer to intrinsic motivational regulation. Ryan and Deci (2000c) distinguish intrinsic motivation as a motivational orientation

“which refers to doing something because it is inherently interesting or enjoyable” (p. 2). Moreover, it is delineated “as the doing of an activity for its inherent satisfactions rather than for some separable consequence” (p. 3). While Ryan and Deci (2007) acknowledge the conceptual relatedness of intrinsic motivation and flow, they also emphasise that perceived autonomy when faced with an optimal challenge (one in which there is a balance between high skills required for and commensurate with the challenge faced) is what

precedes intrinsic motivation. Without feelings of autonomy, intrinsic motivational

regulation cannot ensue (Ryan & Deci, 2007). Autotelic experiences and flow, conversely,

can still occur. Thus, although intrinsic motivational regulation (code one) and the

autotelic experience (code 30) both denote an enjoyable, internally rewarding drive to be engaged with that which one is doing, references to each were clearly distinguished from one another in separate codes—despite the potential for unintended ambiguity.

As a consequence of the need for the aforementioned distinctions and prior to considering which additional data-driven codes would be beneficial, the initial code manual included thirty entities after the first review. Adhering to delineated guidelines as to the five elements a code ought to entail to render it of sufficient quality (Boyatzis, 1998), each code was identified by a label, a definition, a description of how to determine the occurrence of the theme, and an example thereof. Where feasible, the theory-driven labels were replicated and indicated accordingly. Moreover, where applicable, to facilitate recognition of distinguishing characteristics of similar codes, as outlined in the previous section, a supplementary category within the respective code (labelled differentiation)

highlights each respective subtle nuance. In three instances a caveat was also included in

the respective code to draw attention to acknowledged limitations therein; caveats were provided for goal setting (code 12), imagery (code 13), and clear goals (code 24).

3.6.2.2.2 Step six: Systematising the data. To facilitate systematic organisation and collation during the coding process, a separate word-processing file entailing a detailed table was generated; a random, rudimentary sample from which is demonstrated in Appendix F. The table for collating data served five functions: It (a) permitted identification of the question to which the extract pertained; (b) entailed the data extract; (c) an indication of the source (from which athlete); (d) the line at which the extract came forth in the respective data item (in the respective interview transcript) and; (e) a column for research notes.

3.6.2.2.3 Step seven: Apply code to data set; augment with data driven codes as required. Next, working with the data set, the existing code was applied. As previously described, this was conducted progressively by focusing on and successively rotating between each respective item. Simultaneously, an effort was made to remain open to and note the potential need to generate additional data-derived codes where appropriate. It was during this review phase, that a code was created to identify the concept of stretching/introversion (code 31) as a distinct arousal regulation strategy. The final supplementary data-derived code served to identify a feature of the data which was not yet adequately represented in the existing conceptual framework yet which was instinctively considered of potential relevance to the research questions. While coding, extracts of the data were coded inclusively by maintaining the surrounding data (words or phrases) to retain the context as needed. In such instances, however, to foster a clear emphasis on key material, the principal focus of the extract was highlighted (merely using blue font and or by marking the text) to render it readily discernible. Employing the aforementioned organisational tool, this step was repeated in entirety for each data item.

3.6.2.3 Phase three: Assessing and ensuring consistency and thoroughness.