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Full-Text Articles in Education
Participant Experiences From Chronic Administration Of A Multivitamin Versus Placebo On Subjective Health And Wellbeing: A Double-Blind Qualitative Analysis Of A Randomised Controlled Trial, Jerome Sarris, Katherine H M Cox, David A. Camfield, Andrew Scholey, Con Stough, Erin Fogg, Marni Kras, David J. White, Avni Sali, Andrew Pipingas
Participant Experiences From Chronic Administration Of A Multivitamin Versus Placebo On Subjective Health And Wellbeing: A Double-Blind Qualitative Analysis Of A Randomised Controlled Trial, Jerome Sarris, Katherine H M Cox, David A. Camfield, Andrew Scholey, Con Stough, Erin Fogg, Marni Kras, David J. White, Avni Sali, Andrew Pipingas
Faculty of Social Sciences - Papers (Archive)
Background While many randomised controlled trials have been conducted on multivitamins, to our knowledge no qualitative research exploring the subjective experience of taking a multivitamin during a clinical trial has been reported. Methods Semi-structured and open-ended written questions were incorporated into a 16-week double-blind, randomised, placebo-controlled, parallel groups trial of once-daily multivitamin administration. At the final study visit (week 16), three open-ended questions were posed to elucidate any positive, negative or unusual experiences from taking either the multivitamin or matched placebo. Qualitative thematic analysis was undertaken by researchers who were blind as to treatment condition of participants, and triangulation (independent …
Voices In The Playground: A Qualitative Exploration Of The Barriers And Facilitators Of Lunchtime Play, Rebecca M. Stanley, Kobie Boshoff, James Dollman
Voices In The Playground: A Qualitative Exploration Of The Barriers And Facilitators Of Lunchtime Play, Rebecca M. Stanley, Kobie Boshoff, James Dollman
Faculty of Social Sciences - Papers (Archive)
Objectives: To explore children's perceptions of the factors influencing their engagement in physical activity during the "critical" lunchtime period, using a social-ecological framework. Design: This study was an in-depth descriptive qualitative design. Methods: Fifty-four South Australian children aged 10-13 years participated in same-gender focus groups. Transcripts, field notes and activity documents were analysed using content analysis. Using an inductive thematic approach, data were coded and categorised into perceived barriers and facilitators according to a social-ecological model. Results: Children identified a range of environmental, social and intrapersonal barriers and facilitators. Bullying/teasing, the school uniform and school rules were exposed as explicit …