direct the topic of conversation. It has also been noted the use of some sort of structured activity such as drawing, reading, or sorting cards, can help focus discussion in particular with young children. When discussing diet with children, nutritionists and dieti- cians regularly use replica food items to help visualise the topic under discussion and photos depicting scenes of physical activity have proved effective in qualitative studies (Hesketh et al., 2005). In summary the objective of this research is to investigate the understandings of a high risk group of children (high risk because of their socio-economic status so determined by their locality), of some of the causes and consequences of obesity, and its links to diet and physical activity. The concepts and themes generated by this research should be used to provide an insight that may inform local policies and inter- ventions that need to be developed to provide a broader and deeper range of options to address this multi-faceted issue. Method Approach In order to address the gaps in current literature it was decided this research should focus on identifying themes within the participants understanding. This would provide the researcher with scope for further investigation of the subject in question. It was there- fore decided that the most appropriate method of analysis would be a thematic analysis. However, there have been criticisms of this approach in the past due to the lack of clear guidelines for researchers employ- ing such methods. This has subsequently contributed to some researchers omitting ‘‘how’’ they actually analysed their results (Attride-Stirling, 2001). It was of upmost importance to the authors in this current study to employ a clear, replicable, and transparent methodology. Braun and Clarke (2006) outline a series of phases through which researchers must pass in order to produce a thematic analysis. This procedure allows a clear demarcation of thematic analysis, providing researchers with a well-defined explanation of what it is and how it is carried out whilst maintaining the ‘‘flexibility’’ tied to its epistemological position. The authors in this paper take a position that acknowl- edges our desire to incorporate the individual experiences of the participants and the meanings they attach to them. However, we also wish to consider the impact of the wider social context on these meanings. Braun and Clarke describe such a position as ‘‘contextualist,’’ sitting firmly between essentialism or realism and constuctionism. Not all theorists describe these two poles of epistemological Children’s understandings’ of obesity outlook in the same way; Madill et al. (2000) refers to them as ‘‘naive realist’’ and ‘‘radical relativist.’’ Methodologies that go hand in hand with this mid- ground position are typically phenomenological in nature, but the flexibility of thematic analysis means that it can also be underpinned by an ‘‘in-between’’ epistemological position. Willig (2008, p. 13) sum- marises this by explaining a position that argues ‘‘while experience is always the product of inter- pretation and, therefore, constructed (and flexible) . . . it is nevertheless ‘real’ to the person who is having the experience.’’ We wish to consider the reality of obesity to the participants, through an exploration of their experiences and the meanings they attach to them, whilst incorporating the broader role society plays in contributing to and shaping the participants meaning making and subsequent under- standings. Participants Twelve participants were selected through liaising with the school and class teachers, this was particu- larly important considering the sensitive nature of the research topic and the fact that the participants taking part in this study were children*a vulnerable group. Measures were taken to prevent any of the participants feeling stigmatised. Therefore, under the guidance of the class teachers, the participants approached to take part in the study were carefully selected to ensure no children who may have been made to feel uncomfortable by the discussion were included, and to make sure that the children selected to be in the same focus groups were comfortable with each other. Six (three boys and three girls) were selected from two school years; Reception, aged between 4 and 5 years and Year 6 aged between 10 and 11. The motivation for selecting these age groups was that government statistics relating to childhood obesity are published for these two age brackets. These age groups are viewed as critical points in measuring children’s BMI and in monitor- ing their changing health status. Through looking at these age groups, it may help us to gain an insight into what understandings children arrive at school with (primarily shaped by their experiences set within a home environment) and those that they have later on in their school life when further social influence (school and peers) may play a role in shaping their understandings. Efforts were made to make the sample representative of ethnicities attend- ing the school so a proportionate number of children of Bangladeshi and Afro-Caribbean heritage took part. Participants were not recruited on account of their BMI or weight status. The parents of the children were provided with a study information Citation: Int J Qualitative Stud Health Well-being 2011; 6: 7170 - DOI: 10.3402/qhw.v6i3.7170 3 (page number not for citation purpose)