Phase one: Familiarisation with the data

significant observational research notes, followed by (d) verification of the consistency of the final transcripts.

3.6.2.1.1 Step one: Transcription. To commence, the audio recordings of the data items (three follow-up interviews) were transcribed orthographically following a revised version of the Gesprächsanalytisches Transkriptionssystem (GAT) developed by Selting et al (1998).

Adhering to GAT 2 (Couper-Kuhlen & Barth-Weingarten, 2011; Selting et al., 2009), the updated transcription conventions and guidelines for a minimal and/or basic transcript (as required) were adhered to, for the resulting level of detail sufficiently fulfilled the needs of the current analysis. Thus, corresponding with GAT 2, where decipherable, all discernible articulated sounds were reproduced. This included words, indications of stress thereof (or, indication of emphasis placed on singular syllables), glottal stops, hesitations, breaths, laughter, and pauses. Consonants as well as sounds produced through audible physical actions such as slapping the table with one’s hands (see Appendix H; Murdock & Donovan, 2013, line 1720, for example3) were also reproduced in the transcripts. Slight adaptations to the conventions were required, however. Indications of cliticization were deemed irrelevant for the current analysis as they would neither further substantiate nor augment the ultimate coded material at the desired latent level. Hence, they were not represented in the final transcripts. Moreover, the interviews were conducted bilingually. Thus, due to the number of less than ideal language inaccuracies—on the part of the interviewer—the interview questions were transcribed as intended in order to retain greater

clarity when perusing the respective interview transcripts. Because the content of the student-athlete’s testimonials were the sole focus of the thematic analysis, this was

3_{Nota bene: While the complete interview transcript referenced has been provided as a sample in Appendix H,}

all other interviews and the accompanying audio files have merely been provided to the dissertation supervisors for perusal. As itemised in Appendix A, that supplementary information has been compiled in the additional CD-ROM file: Extended CD-ROM Content.

deemed a justifiable executive decision to take. In all other respects, each final transcript retained all colloquial language and was not refined to adhere to conventions of or establish grammatical accuracy. As itemized in Appendix A, all MP3 audio recordings and the transcriptions thereof have been compiled in the additional (limited access) CD-ROM file: Extended CD-ROM Content.

3.6.2.1.2 Step two: Collection of observational notes. During both transcription (step one) and actively reviewing the audio files (step three), ongoing instinctive and observational research notes were periodically made as comments on the hardcopy at hand or in each respective electronic Microsoft Word document. Annotation served to highlight both

excerpts of presumed significance and my subjective perceptions and/or theoretical assessment thereof as they were encountered. This initiated the process of approaching each data item as literal data from both analytical and critical research perspectives. Nota Bene: The vast majority of the referenced research notes were merely created to facilitate

initiating and maintaining an engaged approach to analysis. As such, they were neither intended for nor refined for a wider audience.

3.6.2.1.3 Step three: Augmentation of completed transcripts. Next, the completed transcripts were augmented. Where applicable and progressing question by question, written notes made on the respective interview guideline during the interview were crosschecked, and included as notes in the margin at the appropriate section of the transcript hardcopy. This was done to ensure that the context in which statements were made was accurately and appropriately noted where essential. Moreover, the notes enabled recollection of instinctual responses which came forth during the interview, and/or ideas and associations which were deemed beneficial, as those perceptions had the potential to provide or amplify a relevant “pattern of meaning” (Braun & Clark, 2013, p. 175) for the inductive analysis in phase four.

3.6.2.1.4 Step four: Conduct twofold review of the audio files. Finally, a twofold active review of the audio files against each respective data item (each complete interview transcript, in succession) was conducted. The data items were reviewed twice to ensure (a) overall accuracy (making improvements as necessary) and that (b) all omissions were justified (truly indecipherable despite a repeated review). Where required, notes made during the transcription and first review phase were augmented before turning to the next data item and second review. The succeeding review focused on enhancing familiarity with the data set and, most importantly, engaging in a systematic process of creating supplementary

observational notes for each data item. In accordance with and adapted from suggestions offered by Braun and Clark (2012), the observational notes were based on three guiding questions. These included: “How does the participant make sense of their experiences? What assumptions do they make in interpreting [and/or relaying] their experiences? What… is revealed through their accounts?” (Braun & Clark, 2012, p. 61). To consistently address the guiding questions systematically, an intuitional, explorative free-writing technique (Elbow, 1989; Oshima & Hogue, 2006) was employed as it enabled the establishment of an unrestrained connectedness to ideas which entered consciousness about the material or theme at hand. Steps in the deliberate approach to generating, refining, and concretising meaningful interpretations included (a) between five and 10 minutes of spontaneous, intuitional writing in response to each respective guiding question and (b) taking a short two-minute break to deliberately disengage and thus start afresh. The next step was to (c) return to the written response to the respective guiding question in order to determine hotspots, or areas of intuitive relevance and then (d) clearly and coherently summarise the focal points explored. Free-writing, therefore, facilitated the process of establishing a clear and succinct focus for the ongoing analysis; the most important results of which are detailed in the final report.

3.6.2.2 Phase two: Generating initial codes. Phase two was dedicated to (a)