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Overview  of  constructivist  grounded  theory  methodology.    

Within my qualitative case study project, I implemented constructivist grounded theory techniques during the data analysis and representation stages. Grounded theory provided a way of approaching the data, specifically the emergent data from the in-depth interviews. Broadly

speaking, grounded theory methodology involves a systematic strategy for gathering and analyzing data for the purpose of generating theory (Daly, 2007). These themes, categories, and subsequent theories are generative, ever developing, and evolving. Furthermore, grounded theory research is marked by simultaneous data collection and analysis processes (Charmaz 2006a, 2006b, 2006c, 2011; Daly, 2007). Within this iterative landscape, I operated within analytical circles, progressing from data managing to representing and visualizing in a non-linear, ambiguous fashion (Creswell, 2007). Moreover, insights gleaned from earlier interviews, observations, and reflexive journal entries informed my subsequent data collection and analysis processes leading to the emergence of richer insights. This approach in my data collection and analysis process enabled me to continually refine my categories, themes, and insights.

For instance, I became aware of the Try Curling session (Shaw) and condensed learn-to- curl league (Redwood) as leveraging initiatives during interviews with league organizers and instructors early in the study. Before this, I was exploring the extent to which both full-year learn-to-curl leagues were considered leveraging initiatives. In subsequent interviews, my attention shifted to examining how both leveraging initiatives contributed to the full-year learn- to-curl leagues at both clubs. Moreover, I also learned the important role curling plays for those league participants who recently moved to Northampton. During my first interviews with new curlers, some individuals described the prominent role their learn-to-curl league participation played in expanding their social network in a new community. With this insight (among others), I

began to understand how establishing social connections goes beyond simply expanding ones social network. In the case of participants who were new to Northampton, league participation played a pivotal role in integrating them into the community. This idea shifted my thinking about the importance of social networking, leading me to more purposefully unpack the importance of social connections in subsequent interviews, and to reflect on what I was observing in the league and hearing during interviews collectively in my reflexive journaling. In both cases, continually refining my categories, themes, and insights led to unpacking rich findings that ended up figuring prominently in my thesis document. These findings will be examined below in my thematic chapters.

Constructivist grounded theory was employed because it places the researcher, along with the participants, at the centre of the research process. I placed my participants and myself at the centre of the research process by: (1) remaining involved in and familiar with all aspects of the learn-to-curl leagues throughout their duration, and (2) playing an active and deliberate role in organizing and assigning meaning to the data and generating higher order categories and theory (Charmaz, 2011; Daly, 2007). Moreover, constructivist grounded theory researchers engage in reflexivity throughout the research process (Daly, 2007). In the study, I engaged in critical reflection through reflexive journaling. This strategy enabled me to continually challenge my assumptions and position my ever-changing self within the observation and interview data. Consequently, I was able to make sense of the data as I progressed from the data collection to analysis and subsequent representation stages (Charmaz, 2011). I will return to reflexivity later in this chapter.

Theoretically, constructivist grounded theory researchers typically maintain relativist epistemological foundations and strive for interpretive understandings of the research at hand (Charmaz, 2011). Following these same epistemological beliefs, I approached the insights

uncovered throughout my project as tentative and inconclusive (Creswell, 2007). Furthermore, I viewed the themes and theory emerging from this study as built and generative, connecting to the complex and ambiguous nature of constructivist grounded theory research (Creswell, 2007). Constructivist grounded theory and qualitative case study methodology facilitated the creation of a comprehensive picture of the adult introductory sport experiences (Charmaz, 2011). In the subsequent thematic and discussion chapters, I present this picture as a complex, multi-faceted entity.

Coding.    

Coding plays a significant role in constructivist grounded theory research. In the study, I read over and began coding early interview transcripts to enrich my understanding of the research context and engage in an iterative data analysis process (Daly, 2007). To start, I employed line- by-line coding through analyzing each transcript in an attempt to shed my own preconceptions of the data (Charmaz, 2011). I used the Microsoft Word comments function to apply shorthand labels to each line of text. This marked the start of the analytic process in which I began asking critical questions about the meaning of the gathered data (Charmaz, 2006a, 2011). Once all transcripts were line-by-line coded, I re-read the transcripts using incident-by-incident to look at the data more conceptually and began uncovering emergent themes (Charmaz, 2011). Next, I employed focused coding through selecting the most common initial codes and testing them across the data (Charmaz, 2006a). This was completed through identifying the most prevalent codes and reviewing all transcripts to confirm whether in fact these codes are the most prevalent (Charmaz, 2006a). In practice, when a code was identified that resonated across multiple

transcripts, it was recorded on a cue card. An example of a focused code is included in Image 1. An Example of Focused Coding.

Image 1. An example of focused coding.

As I progressed through developing a range of focused codes, I then shifted my focus to axial coding. Axial coding involves reviewing the categories and sub-categories I had organized through the initial and focused coding processes and re-assembling this previously fractured data to give coherence through the emerging analysis (Charmaz, 2006a; Creswell, 2007). For this process, I placed the cue cards containing the initial and focused codes on my basement floor. Next, I organized the cue cards into thematic areas to begin making sense of the data. After I completed the task once, all cue cards were collected. Two days later, I engaged in the same axial process being more familiar with the content. I performed axial coding twice to foster a deeper, more nuanced analysis of the codes a second time (Creswell, 2007; Daly, 2007). My second attempt at axial coding is presented in Image 2. An Example of Axial Coding.

Image 2. An example of axial coding.

Moreover, the focused codes were colour coded to facilitate the development of themes. Image 3. Organizing the focused codes, captures this categorization. These groups evolved into the final themes through an iterative process of coding, reflecting on those, and memoing, which will be discussed shortly (Charmaz, 2011; Daly, 2007).

Image 3. Organizing the focused codes.

Based on the iterative nature of constructivist grounded theory, I continually found myself moving between these coding processes throughout the data analysis (Daly, 2007). For instance, new initial and focused codes were discovered and added throughout the axial coding process as I delved deeper into the intersections between the various transcripts, thereby enriching the

subsequent depth of analysis. Moreover, Charmaz (2006a) argues: “Our codes arise from the languages, meanings, and perspectives through which we learn about the empirical world, including those of our participants as well as our own” (p. 47). I embraced this perspective through recognizing that my own interpretations of the codes are based on my worldview and background in the sport of curling. Hence, I was mindful of the value my personal perspective

played in refining the codes, memos (discussed next), and resulting themes, while also regularly revisiting the data to ensure my interpretations accurately represented the insights of study participants.

  Memo  writing.    

Memo writing was utilized throughout the data analysis process. Writing a memo involves recording detailed notes from initial, focused, and axial codes creating a platform to explore ideas about the emerging categories as they develop (Charmaz, 2006b). I began writing memos early in the coding process as insights began developing. The level of depth, criticality, and focus increased as I progressed through the different coding procedures (Charmaz, 2006b, 2011). Memo writing also enabled me to continually ask analytic questions from my coding and enhance the depth of analysis in my subsequent thematic thesis chapters (Charmaz, 2011). An example of a memo I wrote is included below:

Problematizing Change/New Blood Rhetoric – Monday, May 4th, 2015 New curlers, instructors, and organizers alike discussed change from a series of different perspectives. These perspectives represent a dichotomy between how instructors and organizers interpret the change new curlers bring to their clubs, and how new curlers experience and wrestle with change.

For instance, instructors, organizers, and administrators discussed the “new blood” participants bring to their clubs. This includes new volunteers and new energy (Liz, Nigel, Dorothy). John also raises how participants bring a different mentality to the sport. For instance, John argues how participants are willing to spend money, whereas the older generations of curlers are typically frugal in their spending.

Yet, new curlers are bringing up other sorts of change, mainly surrounding the consumption of alcohol. Relevant topics include non drinkers, the need to de-emphasize the role consuming alcohol plays in curling socializing, and critiquing the prevalence of the bar (space-wise) in curling clubs. A range of participants including Iris and Grace are raising these ideas.

Does a tension exist and to what extent is it manifested within the learn-to-curl league experience? Is this an example of unintended consequences of change? Or,

unintended according to whom? Would administrators welcome this change? What about the old guard?

In that memo, I outlined core ideas, highlighted study participants who spoke to the topic, and raised future questions for investigation. This subsequent examination led to the development of more nuanced themes addressing the essence of the introductory sport experience for adults. Furthermore, writing successive memos throughout the research process kept me actively involved in the analysis and increased the level of abstraction within my ideas as my analysis developed (Charmaz, 2006b). Through the creation, and re-creation of memos, major thematic areas emerged and are presented in the subsequent thematic chapters.