134 | Chapter 15 narratives (Wengraf, 2001). As an introduction, participants in the first sample were asked if they could talk about all the sports and sport activities they participated in throughout their lives, up to and including the moment of the interview. This was followed up by the central narrative generative question that reads (translated from Dutch): “Can you tell us about events in your life that have or had an impact on your participation in sport and sport activities?” This resulted in narratives about the impact of major life events during the whole life course of the participants, mainly in terms of why they changed their sport participation when major life events occurred, and to a lesser extend in terms of how this changed their sport behaviour exactly. For the second sample, we increased the precision of the interview guide and focused it more on major life events associated with the transition to adulthood and how they changed their sport participation, to get more detailed information and reach saturation of the data regarding this life phase. First, participants were provided with a list of major life events within the career and family domain that mark the transition to adulthood (e.g., starting and finishing secondary and higher education, beginning to work, engaging in an intimate relationship, becoming a parent) and asked to note whether they experienced the events or not, and if so, at what age. Participants had the opportunity to add other personal life events to that list, if they deemed it significant for their transition to adulthood and the purpose of this study. Then a Rappaport Time Line (Rappaport et al., 1985) was used to visualise the occurrence of these life events and changes in participants’ sport participation. This time line consisted of a blank sheet of paper with the words “0 years of age” and “present” written at opposite ends of a horizontal line, on which participants can mark important events, milestones, and transitions in their lives, in a detailed and time-divided manner (Langley & Knight, 1999; Tozetto et al., 2017). For the purpose of this study, participants were instructed to report the occurrence of their major life events and their sport participation and to think aloud while drawing. This method facilitated recall and participation in the research process, triggering self-reflection in the participants, and enabled the location of critical life experiences on a timeline and retracing of trajectories and biographical turning points (Schubring et al., 2019), in our case concerning the impact of major life events that mark the transition to adulthood on sport participation. The timelines helped to guide the narrative interviews that followed (Duarte