Qualitative Critical Appraisal

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The Qualitative Critical Appraisal Checklist found on the Critical Appraisal Skills Programme (CASP) (2013) was used to assess the quality of the studies. It is a popular choice for evaluating the trustworthiness and reliability of qualitative research (Holloway and Wheeler, 2010). The aims of studies were clearly stated and the justification for the need of the research was clearly explained in the study background (Burn and Grove, 2011). As the qualitative study is interested in individual’s perceptions and experiences the researchers have chosen an appropriate methodology for the study addressing the research goals (Parahoo, 2014). All five articles used a similar research design phenomenological approach that seeks to explore the lived …show more content…

Detail of the chosen research such as authors, sample, design and findings have been recorded using Lawal (2015) table (see Appendix1) that allowed synthesis and rigorous assessment of the quality of the chosen studies that consequently led to the common theme to emerge (Timmins and McCabe, 2005). Findings of the studies have been summarised using narrative synthesis to identify a distinct theme. On the negative note, narrative synthesis in the study is criticised for the lack of transparency on method and formal guidance on how to conduct such a synthesis (Mays et al., 2005). The reported barriers from five studies were categorised into four distinct themes: Theme 1: personal–related barriers, Theme 2: Psychosocial barriers, Theme 3: environmental barriers and Themes 4: …show more content…

Therefore, individual motivation is main motivators to engagement (Tulloch et al, 2013; Lascar et al, 2014). Korkiakangas et al (2009) claim internal motivation is more beneficial in ensuring compliance to health interventions in comparison to external motivation. A well- motivated learning experience may alter individual lifestyle and behaviour; however, Casey et al (2010) emphasised that the importance of motivation in exercise intervention requires will-power. Furthermore, the motives for physical activity include social and psychological motives. Social motives include a convivial atmosphere such as respect and support from others while psychological motives include positive body image, promotion of health benefits and improved sense of well-being (Korkiakangas et al, 2010). However, Korkiakangas et al (2009) systematic review highlighted that regular counselling is essential in order to promote physical activity among diabetes

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