process the initial thoughts and ideas were noted down as this is considered an essential stage in analysis (Riessman, 1993). The transcribed data was then read and re-read several times and, in addition, the recordings were listened to several times to ensure the accuracy of the transcription. This process of ‘‘repeated reading’’ (Braun & Clarke, 2006) and the use of the recordings to listen to the data, results in data immersion and refers to the researcher’s closeness with the data. Following on from this initial stage and building on the notes and ideas generated through transcription and data immersion is the coding phase. These codes identi- fied features of the data that the researcher con- sidered pertinent to the research question. Furthermore, as is intrinsic to the method, the whole data set was given equal attention so that full consideration could be given to repeated pat- terns within the data. The third stage involved searching for themes; these explained larger sections of the data by combining different codes that may have been very similar or may have been considered the same aspect within the data. All initial codes relevant to the research question were incorporated into a theme. Braun and Clarke (2006) also suggest the development of thematic maps to aid the generation of themes. These helped the researchers to visualise and consider the links and relationships between themes. At this point any themes that did not have enough data to support them or were too diverse were discarded. This refinement of the themes took place on two levels, primarily with the coded data ensuring they formed a coherent pattern, secondly once a coherent pattern was formed the themes were considered in relation to the data set as a whole. This ensured the themes accurately re- flected what was evident in the data set as a whole (Braun & Clarke, 2006). Further coding also took place at this stage to ensure no codes had been missed in the earlier stages. Once a clear idea of the various themes and how they fitted together emerged, analysis moved to phase five. This involves defining and naming the themes, each theme needs to be clearly defined and accompanied by a detailed analysis. Considerations were made not only of the story told within individual themes but how these related to the overall story that was evident within the data. In addition, it was highly important to develop short but punchy names that conveyed an immediate indication of the essence of the theme. The final stage or the report production involved choosing examples of transcript to illustrate ele- ments of the themes. These extracts clearly identi- fied issues within the theme and presented a lucid example of the point being made. Children’s understandings’ of obesity Results The thematic analysis process that was applied to the transcripts elicited key concepts that were evident in the data. These themes are viewed as essential in determining the understandings of all the partici- pants. These categories have been labelled as ‘‘Knowledge through Education,’’ ‘‘Role Models,’’ ‘‘Fat is Bad,’’ and ‘‘Mixed Messages.’’ There are of course aspects of the participants’ understandings that overlap across these categories. This, however, should be viewed as a good interpretation of under- standings and attitudes in general, which are never made up of isolated concepts but are all relative to each other. Knowledge through education This theme is defined by the ability of all the participants to understand the roles of diet and physical activity. This is, in part, likely to be defined by different levels of education that the two age groups represented have, but nothing conclusive can be drawn given the relatively small sample size. The impact of their education on their knowledge will be demonstrated through evidence from the tran- script. All participants in the reception age group ex- pressed the ability to name and identify different food items from the replica food. When they were asked to prepare a healthy lunch from the food items, they were able to point out food that would typically be classified as healthy. I: No none of it is real! So what have you put in your healthy lunches girls? You tell me what you have got. *: Apple, I’ve got pasta, egg, cracker, grapes, bun and cheese. Girls reception However, despite displaying that they ‘‘know’’ what healthy means there is evidence of confusion, and it would seem the concept of something being ‘‘good’’ for them is interpreted to be things they like to eat. This suggests that they don’t yet fully understand the concept of ‘‘healthy’’ food. I: And why’s rice healthy? *: Because it’s nice. I: What healthy food do you eat? *: Chips Boys reception Their definition of healthy is centred on food they believe will make them grow for which fruit is high- lighted as being particularly important. However, Citation: Int J Qualitative Stud Health Well-being 2011; 6: 7170 - DOI: 10.3402/qhw.v6i3.7170 5 (page number not for citation purpose)