The evolving nature of grounded theory: experiential reflections on the potential of the method for analysing children’s attitudes towards physical activity

Abstract

It has been claimed that grounded theory is the most widely used qualitative method in social science research presenting a distinct approach to generating theories about substantive areas for which there are few existing theories. The method has been continually reinvented causing some to question its usefulness for educational researchers. Children’s physical activity has become an area of great interest to researchers in conjunction with increasing concerns about the health of the nation. There are, however, few studies in this area which have employed grounded theory. Using case study material from two separate projects relating to children’s attitudes towards physical activity, this paper highlights some of the issues associated with using particular versions of the method and the realities of working with children using recommendations from Glaser and Strauss and Corbin.