# Perceptions of a 'Pelvic-Floor Friendly' Group Exercise Class in Women with Urinary Incontinence
## 2 Materials and Methods
### Data Analysis  
Quantitative Analysis  
Participants' characteristics at baseline were described (means and standard deviations), including age, ICIQ and IPAQ. Mean scores pre- and post-intervention outcome (HAPA) measures were examined. Paired t-tests were conducted to examine within-group differences. Between-group changes were assessed via Mann-Whitney-Wilcoxon tests, and effect sizes were calculated to explore the magnitude of changes in variables from baseline to follow-up [66]. The results of these analyses are included in Table 3.  
\begin{table}
\begin{tabular}{l c c c c c c c c c c c c c} \hline \hline  & \multicolumn{8}{c}{**Intervention**} & \multicolumn{8}{c}{**Control**} \\ \cline{2-13}
**Outcome Measure** & \multirow{2}{*}{**\(\mathbf{\alpha}\)**} & \multirow{2}{*}{**Mean**} & \multirow{2}{*}{**SD**} & \multicolumn{3}{c}{**Within Group Difference**} & \multirow{2}{*}{**\(\mathbf{\alpha}\)**} & \multirow{2}{*}{**Mean**} & \multirow{2}{*}{**SD**} & \multicolumn{3}{c}{**Between Group**} \\  & & & & & & & & & & & & & \multicolumn{2}{c}{**Difference**} & \\ \cline{5-13}  & & & & \(\mathbf{p}\) & \(\mathbf{t}\) & \(\mathbf{95\%}\) CI & & & & & & \(\mathbf{p}\) & \(\mathbf{U}\) & \(\mathbf{z}\) & \(\mathbf{r}\) \\ \hline Outcome Expectancy & \multirow{2}{*}{0.96} & 4.35 & 0. Qualitative Analysis  
The focus group audio was transcribed verbatim using Otter.ai, and a hybrid inductive/deductive thematic analysis (TA) was used to analyse the focus group data and the group exercise advertisement survey data. Both data followed the same procedure but were analysed individually. TA was chosen as it \"explicitly allows for social as well as psychological interpretations of the data\" [63], whilst a hybrid inductive/deductive approach was undertaken as it provides greater rigour to the TA process [67]. More pertinent to the current study, [PERSON] [68] demonstrated hybrid TA to be \"highly compatible with quantitative work driven by the same theoretical framework\" and combining inductive and deductive TA methods allows the researcher the freedom to choose the best methods for answering the research question, making it particularly suitable for mixed methods research with a pragmatic epistemological underpinning [69]. [PERSON] and [PERSON]'s [70] six-step framework for TA was used to guide the thematic process whilst also implementing additional recommendations for hybrid TA coding and theme development [67; 68]. Step 1 involved the researcher familiarising themselves with the data; this was achieved with the focus group data by the researcher transcribing the audio and then listening to the full recording a second time, before reading and making notes on the transcripts. For the survey, the responses from each participant to the open-ended questions were copied into a table, which the researcher read and re-read, creating notes as necessary. Coding was conducted for step 2 by working systematically through both sets of written data using the hybrid inductive/deductive approach. Deductive analysis began by formulating initial codes based on the aims of the study, HAPA theory and prior research. The initial codes were then passed to a second researcher with experience in qualitative data analysis to corroborate, and any suggested differences between researchers' codes, after discussion, were amended, added, or removed as necessary, before moving to the transcripts where the codes were used to help identify meaningful data and produce initial themes. Once deductive TA was complete, transcripts were analysed three additional times in an inductive manner, highlighting any interesting or common concepts not captured during the deductive analysis phase. The inductive themes were then created before reviewing all identified inductive/deductive themes together (steps 3 and 4). All themes were finally reviewed against the study research question to ensure they shared meaning with the study aims before finalising the definitions and names of each theme (step 5).