ASSIGNMENT 1 & 2

NOR AINA BINTI ABDULLAH

M20171000721

CHAPTER 1
Question No 1: Define an integrated approach to qualitative analysis.

The purpose of a qualitative anatomical analysis is to determine the predominant muscular

activity during specific phases of a performance and to identify instants when large stresses
may occur due to large muscle forces or extremes in joint ranges of motion. The teacher or
coach may complete such an analysis on a student or on an elite performer who demonstrates
effective technique. The analysis of the elite performance identifies which muscles are involved
in performance of the most effective technique, whereas the analysis of the student identifies
the muscles used in performing the specific technique. In either case, the methods used to
identify the muscles involved are the same.
Qualitative research is research using methods such as participant observation or case
studies which result in a narrative, descriptive account of a setting or practice. Sociologists
using these methods typically reject positivism and adopt a form of interpretive sociology.
(Parkinson & Drislane, 2011). Integration is an intentional process by which the researcher
brings qualitative approaches in a study. On the other hand, qualitative researchers often
complain that their findings , may be dismissed by survey researchers as not being sufficiently
representative or rigorous. Qualitative researchers also express the concern that even after
collaborative research efforts, the survey researchers still do not understand the true nature of
a complex phenomenon such as poverty. The data of qualitative become interdependent in
addressing common research questions and hypotheses. Meaningful integration allows
researchers to realize the true benefits of qualitative analysis to produce a whole through
integration that is greater than the sum of the individual qualitative parts. Integration, however,
is not well developed or practiced. Rigorous reviews of published studies have found that often
researchers collect qualitative data but do not integrate. The work of Fetters et al illustrated
how integration can be achieved through study design, methods, interpretation, and reporting.
integration approaches used at the methods level of explaining, building, merging, and
embedding. Qualitative inquiry is typically used when there is a need to explore a phenomenon,
understand individuals’ experiences, or develop a theory.

Question No 2: Describe the qualitative analysis as an interdisciplinary process

with the examples.

Kinesiology scholars have studied qualitative analysis from a single subdisciplinary

perspective. For example in motor development have done extensive work in identifying and
validating developmental sequences for fundamental movement patterns (Roberton and
Halverson, 1984). Psychology and motor learning specialists have studied how skills are
learned and the conditions of feedback that are related to performance and learning. In the
field of biomechanics have formulated general principles of human movement for the purpose
of qualitative analysis (Bunn, 1955). Biomechanics have also proposed specific methods of
qualitative analysis since this subdiscipline was commonly assumed to be basis for qualitative
analysis ability in students (Brown, 1982). Scholars interested in sport pedagogy have also
recommended approaches to qalitative analysis. By intergration, the simultaneous summing
of all subdisciplines of kinesiology into a unified whole taht is bigger than the separate
constituent parts.
Qualitative analyzing human movement from a single perspective will result in a
fragmented and incomplete understanding of movement. Good qualitative analysis is an
interdisciplinary process because all kinesiology subdiscipline contribute the process. In other
words, qualitative analysis is not multidisciplinary, where unrelated subdisciplines contribute
unique and discrete aspects to the whole (like the golf coaches) that requires the professional
be knowledge about and simultaneously intergrate information from all the subdisciplines of
kinesiology to help the golfer improve performance.

As scientific knowledge in a wide range of disciplines has advanced, scholars have

become increasingly aware of the need to link disciplinary fields to more fully answer critical
questions, or to facilitate application of knowledge in a specific area. While descriptive
statements and lists of disciplines may be of value in informing observers about
interdisciplinary research, they lack the precision needed to determine whether a given
research effort is truly interdisciplinary, or simply happens to have been conducted by
individuals with different credentials or employed in different academic departments.
In the field of biomechanics, the silo approach comes at times not in the methodologies
used (e.g., instrumentation used) but rather in the application of analysis techniques to a given
population. Sports biomechanists, for example, do not have to study sport alone but can use
the same tools and instrumentation to study movement in less-skilled populations and learn a
great deal about how principles in mechanics and biology apply to all levels of performance
capabilities. Likewise, scientists in the basic sciences can use the same instrumentation to
study particular aspects of sport as an appropriate model.
Question 3: Compare which is more important in preparing for qualitative analysis of
movement; professional experience or research? Discuss about your selection.

Many qualitative researchers see a question as a beginning point for their research. Once a
satisfactory question is in place, a study can begin. A research question does fulfill this
function, but I propose here that much more is involved in creating and using research
questions in qualitative studies. The reflective and interrogative processes required for
developing research questions can give shape and direction to a study in ways that are often
underestimated.
Good questions do not necessarily produce good research, but poorly conceived or
constructed questions will likely create problems that affect all subsequent stages of a study.
Ultimately, the quality of the initial questions impacts whether or not a study is approved by a
dissertation committee, published, or funded. This article addresses both the development of
initial research questions and how the processes of generating and refining questions are
critical to the shaping all phases of a qualitative study the inquiry process.
The idea of qualitative inquiry as a reflective process underscores the strengths of a
qualitative approach. Qualitative inquiries involve asking the kinds of questions that focus on
the why and how of human interactions. Qualitative research questions, then, need to articulate
what a researcher wants to know about the intentions and perspectives of those involved in
social interactions.

CHAPTER 2

Question No 1: Describe ONE model for each scope for qualitative analysis:
a) comprehensive
b) observational
 a) Comprehensive Model
This figure is the comprehensive integrated model of qualitative analysis. Some of the
importance issues for each task are listed. This model is circular, emphasizing the continuous
learning and improvement that are part of professional growth. Second, there is a way to move
from intervention directly to observation. For example, an analyst may provide feedback to a
performer and immediately begin another observation to continue the qualitative analysis.
Third, there can be movement in both directions between obsrevation and evaluation or
diagnosis. A skilled analyst may adjust the observational strategy based on an evaluation of
information in early observation of a performer. There are four important task in a
comprehensive view of qualitative analysis which involved preparation, observation,
evaluation/diagnosis and intervention. In the first task, preparation the professional needs to
gather knowledge from research and professional oipinion and think critically about the key
features of the movement, potential cues and the common errors clients exhibits. The second
task is observation involves systematically gathering appropriate sensory information about
the performance. The third task is evaluation and diagnosis involves both identfying strengths
and weakness as well as prioritizing the possible ways to improve performance. And the last
task is intervention which often involves providing feedback or changes in practice conditions
that will lead to improved performance.

b) Observational Model
Observational models of qualitative analysis are focused on the task od observation within
qualtitative analysis. They therefore fit into comprehensive models. Observational qualitative
analysis models tend to fit into what we call the observation task of a comprehensive model of
a qualitative analysis. Some observational model include parts of other task (beyod
observation) common in comprehensive models. One could even argue that a continuum
probably exists from a strictly observational model to a comprehensive model of qualitative
analysis. Models that have been proposed for qualitative analysis within kinesiology have
either focused on the process of observation or had a more comprehensive view of tasks within
qualitative analysis.

Question No 2: Explain the deterministic model proposed by Hay (1983) regarding long
jump.

For the ease of analysis, Hay (1983) broke the long jump down into 4 distinct phases, the
approach, the take-off, the flight and the landing. . In the approach phase athletes aim to
generate high speed on the runway before they take-off on the board. In the take-off phase
athletes aim to project themselves into the air by converting some of the horizontal velocity
attained in the approach into vertical velocity. Once the athlete has left the ground the
maximum jump distance has been largely predetermined by the take-off parameters, (height,
speed and projection angle of the centre of mass at take-off - the latter two being functions of
the horizontal and vertical velocities). However the maximum `flight' distance may not be
attained if the flight and landing techniques are poor (Palermo, 1980). The take-off phase can
therefore be viewed as the most critical phase in the horizontal jumps, (Unger, 1980; Stewart,
1981).
 The importance of the take-off parameters and their influence on the jump distance can
be seen in the deterministic model. Long jumpers should strive to develop a technique that
optimises the take-off parameters mentioned above. The speed and projection angle of the
centre of mass at take-off are dependent on the interaction between the horizontal and vertical
velocities at touch-down and their changes during the take-off. As the horizontal velocity is
developed sufficiently in the approach, the production of vertical velocity in the take-off phase
can be regarded as the most important aspect of these jumps.
The athletes make several adjustments in body position as they reach the take-off
board. These include changes in stride length 2 and frequency, the lowering of the centre of
mass over the last few strides of the approach and the placement of the leg in front of the
centre of mass at touch-down. The lowering of the centre of mass allows the leg to be extended
further in front of the body at touch-down and also provides a greater vertical range in which
the athlete can work through. These adjustments are said to facilitate the development of
vertical velocity.

However, upward vertical velocity can only be generated when the touch-down leg is
in contact with the board, i. e. during the take-off phase. Although the changes in body position
are said to put the athlete in a favourable position, the underlying mechanisms that operate
between touch-down and take-off have received very little attention.
Lees et al. (1993,1994) addressed this issue and concluded that there was evidence
for two mechanical, one muscular and one biomechanical mechanism acting throughout the
take-off phase. The term `mechanical' was used to describe any effect that could also be
produced by an inanimate object, e. g. a wooden stick. With reference to jumping this referred
to a pivoting action of the body over the base of support in the compression phase and the lift
associated with upward movements of the arms and lead leg during the extension phase. The
term `muscular' mechanism was used to describe the effect produced by the contractile
properties of muscle. Such effects cannot be produced by inanimate objects. This mechanism
referred to the contribution made by concentric muscular contractions of the support leg in the
extension phase of the take-off. The term `biomechanical' was used to describe the mechanical
behaviour of a biological structure, for example the storage and re-utilisation of elastic energy,
(enhancement through the stretch-shorten cycle).
Question No 3: Compare the inter-rater reliability with intra-rater reliability in qualitative
analysis. Describe the factors influence reliability.

The question of consistency, or agreement among the individuals collecting data immediately
arises due to the variability among human observers. Well-designed research studies must
therefore include procedures that measure agreement among the various data collectors.
Study designs typically involve training the data collectors, and measuring the extent to which
they record the same scores for the same phenomena. Perfect agreement is seldom achieved,
and confidence in study results is partly a function of the amount of disagreement, or error
introduced into the study from inconsistency among the data collectors. The extent of
agreement among data collectors is called, “interrater reliability”. Reliability of data collection
is a component of overall confidence in a research study’s accuracy. There are actually two
categories of reliability with respect to data collectors: reliability across multiple data collectors,
which is interrater reliability, and reliability of a single data collector, which is termed intrarater
reliability.
Inter- and intrarater reliability are affected by the fineness of discriminations in the data
that collectors must make. If a variable has only two possible states, and the states are sharply
differentiated, reliability is likely to be high. For example, in a study of survival of sepsis
patients, the outcome variable is either survived or did not survive. There are unlikely to be
significant problems with reliability in collection of such data. On the other hand, when data
collectors are required to make finer discriminations, such as the intensity of redness
surrounding a wound, reliability is much more difficult to obtain. In such cases, the researcher
is responsible for careful training of data collectors, and testing the extent to which they agree
in their scoring of the variables of interest.
A final concern related to rater reliability was introduced by Jacob Cohen, a prominent
statistician who developed the key statistic for measurement of interrater reliability, Cohen’s
kappa, in the 1960. Cohen pointed out that there is likely to be some level of agreement among
data collectors when they do not know the correct answer but are merely guessing. He
hypothesized that a certain number of the guesses would be congruent, and that reliability
statistics should account for that random agreement. He developed the kappa statistic as a
tool to control for that random agreement factor.