Using focus group interviews to explore sources of enjoyment among children in sport

Paul J. McCarthy, Marc V. Jones

Research output: Contribution to journalMeeting abstract

Abstract

This study examined the sources of enjoyment among a sample (n=45) of British children in middle to late childhood (ages 8-12 years) who participated in organized sport. Harter's competence motivation theory (1978: Human Development, 21, 34-64) suggests that individuals have a natural desire to experience feelings of competence and these feelings may be attained through mastery experiences in various achievement domains (e.g. academic, social relationships). Also, positive affective feelings (e.g. enjoyment) are associated with feelings of mastery which in turn increase motivation. Researchers in sport and exercise settings in North America and Canada have already identified perceived competence as being moderately or strongly related to sport enjoyment, with sport enjoyment being a dominant motive for participating in youth and elite sport. However, little qualitative or quantitative research examining the construct of sport enjoyment has emerged from other cultures such as Great Britain. Moreover, cognitive-developmental considerations in the design of research measures for use with children are scarce (see Brustad, 1998: In Advances in Sport and Exercise Psychology Measurement, edited by J. Duda, pp. 461-470. Morgantown, WV: Fitness Information Technology). In the present study, focus group interviews were used as they have many practical applications when working with children. First, they allow the child's unique perspective to be examined. Second, they overcome the difficulties children may experience in understanding both the text and context of paper and pencil measures. Finally, cognitive-developmental differences between age groups can be minimized by grouping the participants within a two-year age span.
Original languageEnglish
Pages (from-to)179-180
Number of pages2
JournalJournal of Sports Sciences
Volume23
Issue number2
DOIs
Publication statusPublished - 2005

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Focus Groups
Sports
Interviews
Emotions
Mental Competency
Motivation
Exercise
Human Development
North America
Canada
Research Design
Age Groups
Research Personnel
Youth Sports
Technology
Research

Keywords

  • focus group interviews
  • children in sport
  • sport psychology

Cite this

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title = "Using focus group interviews to explore sources of enjoyment among children in sport",
abstract = "This study examined the sources of enjoyment among a sample (n=45) of British children in middle to late childhood (ages 8-12 years) who participated in organized sport. Harter's competence motivation theory (1978: Human Development, 21, 34-64) suggests that individuals have a natural desire to experience feelings of competence and these feelings may be attained through mastery experiences in various achievement domains (e.g. academic, social relationships). Also, positive affective feelings (e.g. enjoyment) are associated with feelings of mastery which in turn increase motivation. Researchers in sport and exercise settings in North America and Canada have already identified perceived competence as being moderately or strongly related to sport enjoyment, with sport enjoyment being a dominant motive for participating in youth and elite sport. However, little qualitative or quantitative research examining the construct of sport enjoyment has emerged from other cultures such as Great Britain. Moreover, cognitive-developmental considerations in the design of research measures for use with children are scarce (see Brustad, 1998: In Advances in Sport and Exercise Psychology Measurement, edited by J. Duda, pp. 461-470. Morgantown, WV: Fitness Information Technology). In the present study, focus group interviews were used as they have many practical applications when working with children. First, they allow the child's unique perspective to be examined. Second, they overcome the difficulties children may experience in understanding both the text and context of paper and pencil measures. Finally, cognitive-developmental differences between age groups can be minimized by grouping the participants within a two-year age span.",
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Using focus group interviews to explore sources of enjoyment among children in sport. / McCarthy, Paul J.; Jones, Marc V.

In: Journal of Sports Sciences, Vol. 23, No. 2, 2005, p. 179-180.

Research output: Contribution to journalMeeting abstract

TY - JOUR

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AU - Jones, Marc V.

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AB - This study examined the sources of enjoyment among a sample (n=45) of British children in middle to late childhood (ages 8-12 years) who participated in organized sport. Harter's competence motivation theory (1978: Human Development, 21, 34-64) suggests that individuals have a natural desire to experience feelings of competence and these feelings may be attained through mastery experiences in various achievement domains (e.g. academic, social relationships). Also, positive affective feelings (e.g. enjoyment) are associated with feelings of mastery which in turn increase motivation. Researchers in sport and exercise settings in North America and Canada have already identified perceived competence as being moderately or strongly related to sport enjoyment, with sport enjoyment being a dominant motive for participating in youth and elite sport. However, little qualitative or quantitative research examining the construct of sport enjoyment has emerged from other cultures such as Great Britain. Moreover, cognitive-developmental considerations in the design of research measures for use with children are scarce (see Brustad, 1998: In Advances in Sport and Exercise Psychology Measurement, edited by J. Duda, pp. 461-470. Morgantown, WV: Fitness Information Technology). In the present study, focus group interviews were used as they have many practical applications when working with children. First, they allow the child's unique perspective to be examined. Second, they overcome the difficulties children may experience in understanding both the text and context of paper and pencil measures. Finally, cognitive-developmental differences between age groups can be minimized by grouping the participants within a two-year age span.

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