Table 1.
Coding tree.
| Appearance | Device | How does the device look? |
| Is it attractive? | ||
| Is it discreet? | ||
| Is it an appropriate size and shape? | ||
| Is wearing it going to look out of place? | ||
| How do you tell the difference between left and right? | ||
| Will there be a screen? A clock? | ||
| Self | Views on wearing two devices? | |
| Self-conscious? | ||
| Ease/Practicality | Device | Is device simple/easy to use? |
| Does its use fit into real life? | ||
| Does it adversely affect day to day activities? | ||
| Strap function | Is it easy to put on? | |
| Is it comfortable? | ||
| Does it stay on? | ||
| School life | Will teachers allow wristband? | |
| Explanation of involvement in the study? | ||
| Can they keep wristband on during physical education classes? | ||
| Can they have their phones in school? | ||
| Incentives | What will motivate them to take part? (Child with unilateral cerebral palsy; Buddy) | |
| What will make them want to move their arm more? | ||
| Game: Would a game motivate them? Types of game | ||
| Would seeing their data on the smartphone application motivate them? | ||
| Lack of therapy: inability to get help elsewhere | ||
| Ethical/Welfare issues | Access to arm movement data: General Practitioners? Parents? | |
| What can be shared with the Buddy? | ||
| How detailed is the movement data collected? | ||
| Internet safety | ||
| Protocol | Age group | |
| Duration of study | ||
| Buddy | ||