136 | Chapter 15 to each segment by using a pre-structured code system, containing WHAT, WHO and HOW coding categories (Jansen et al., 2018). Similar to standard qualitative analyses, the WHAT categories pertain to substantive themes such as participation in sport and sport activities, the occurrence of major life events within different domains of life based on Schalock and Begab (1990) and the ICF (World Health Organisation, 2002), and the associated changes in resources as underlying mechanism via which major life events affect sport participation (Borgers et al., 2016b; Engel & Nagel, 2011; Pilgaard, 2013; Van Houten et al., 2014, 2017; Van Houten et al., 2019). The WHO and HOW categories pertain to narratological aspects of the stories. The WHO categories reflect aspects of the perspective or viewpoint with regard to the substantive themes, such as the storyteller perspective, scene setting, and actor position for the story. The HOW categories reflect the tone or language mode framing the story linguistically, e.g., whether it reflects a problem or a solution, it has a positive or negative stance, contains irony or sarcasm. The complete code system can be found in Appendix D3. The co-researchers were instructed to not be too parsimonious in applying codes to enhance recall in later stages, but avoid overcoding to ensure discriminatory value. Third, the coding procedure placed a semantic grid on the narrative data, which allowed for the detection of narrative patterns based on microanalyses of the narrative statements. A set of guiding questions emerging from the application of the resource approach functioned as sensitizing concepts (Glaser 1978; Bowen 2006). These questions regarded different aspects of sport participation and the impact of different life events in terms of associated changes in resources and yielded code combinations used to filter relevant segments. This provided focus in the analyses by allowing the selection of substantively thematised sets of narratives. A group of coresearchers interpreted these thematised sets to identify the main narrative patterns per set that provided an answer to the guiding questions. Fourth, the groups of co-researchers presented their narrative patterns (i.e., answers to the guiding questions) and identified, deliberated and articulated the emergent themes in a joint analysis session, with support of the central research team. These emergent themes required to be less detailed than the answers to the guiding questions and articulated as a theme and had to be linked to a theoretical perspective (in this study the resource approach), to provide for precision and clarity in contextualising individual perceived realities (Adams & Kavanagh, 2018). Fifth, the central research team invited co-researchers and
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