P.E and girls Action research project

-Structure  must be clear, structured well, logical  and coherent
-Integration of wide range of appropriate sources.
– critical use of material
– Discussions of key issues supported and informed by evidence.
– Briefly outline the layout of the chapter and what it will include.
– Harvard referencing

Research Question: Implementing female based activates to increase girls participation in P.E.

Introduction  (800 approx)- An introduction to the study, outlining its main aims and the issues addressed and the rationale / context for the study
– What will you be investigating
– Research aims and questions
– Rationale: How is it important to academic and professional development( requires reference from policy or reading can use research proposal rationale but needs to be in more depth and detailed)
Personal rationale ….The personal reasoning behind conducting this research is having observed that girls were not participating in activities during P.E as much as boys and finding excuses and reasons to not partake in such activities, such as they were not feeling well or feared being injured due to male dominated activities
Context of study /Context of the Problem,- A decrease in the fitness levels of girls nationally and locally
The researcher found that that how young girls attitudes towards P.E.  is in relation to the activities they partake in during P.E.
Schools itself does not model the importance of physical activity; which can be very hard for girls to feel positive about the need for physical education.
Potential limitations of study

Literature Review (2500 approx)
– A review  of the literature central to the study
–  Four themes: Environmental factors, psychological factors, engagement factors, social factors, voice preferences affecting participation of P.E.
–  Start with references and themes used in research proposal  and expand on that in more depth and detail.
– Literature review must include critical analysis and relate the literature back to research question.

3. Methodology/Approach/ethics (2000 words)
A discussion of the methods of investigation used, indicating reasons for their selection, appropriateness to and effectiveness for the study of approximately.
Sub sections:
-Justification of  research design:
– interpretivist design/ Qualitative research
– A discussion of the methods of investigation used, indicating reasons for their selection, appropriateness to and effectiveness for the study
-Include all these areas
– Interpretivist Paradigm – Define and describe the paradigm with references and why it is being used and appropriate for this study.
– Qualitative Methods-Define with references  and explain why appropriate,  also explain why quantitative research is not being used and reasoning for this
– Explain sample size(Small) , feasibility, validity, transferability.
–  The three methods of qualitative research that will be used for this study:
(Define each with reference, explain what it is, and the purpose of using and why)
– Narrative Observations (Define with reference, explain what it is, and the purpose of using narrative observations)
– Reflective Journal
– Semi-structured interviews
– Include ethical considerations of the study  and  the Importance of acting as an advocate for children and families
–  and ethical statement.

Approach – Action research – define, explain the cycle/ process and what it entails and involves with references.

REFERENCES TO BE USED:
Maclure (1991) ‘Action research explained’ in. Maclntyre, C. 2012 in, The Art of action research in the classroom.
Creswell (2009)
Denscombe (2017) – The good research guide for small scale projects
The art of action research in the classroom
Largan, C. and Morris, T. (2019) Qualitative secondary
British Educational Research Association (2019) Available at:British Educational Research Association | BERA(Last Accessed: 13 January 2022)
Aaron, D. J., Storti, K. L., Robertson, R. J., Kriska, A. M., & LaPorte, R. E. (2002). Longitudinal Study of the number and choice of leisure time physical activities from mid to late adolescence. Archives of Pediatrics & Adolescent Medicine, 156(11), 1075.

Graue, E. M., and Walsh, D. J. (1998). Studying children in context: Theories, methods, and Ethics. SAGE.

Bailey, R., and Dismore, H. (2005). Physical Education and school sport: The International. Sport in Education Project (spined). African Journal for Physical, Health Education, Recreation and Dance, 11(1)

Enright, E., and O’Sullivan, M. (2010). ‘Can I do it in my pyjamas?’ negotiating a physical education curriculum with teenage girls. European Physical Education Review, 16(3), 203-222

Kirby, J., Levin, K. A., and Inchley, J. (2011). Associations between the school environment and adolescent girls’ physical activity. Health Education Research, 27(1). Liamputtong, P. (2007). Researching the vulnerable. SAGE.

Mitchell, F., Gray, S., & Inchley, J. (2013). ‘this choice thing really works … ’ changes in experiences and engagement of adolescent girls in physical education classes, during a school-based Physical Activity Programme. Physical Education and Sport Pedagogy, 20(6), 593-611

Monteiro Gaspar, M. J., Amaral, T. F., Oliveira, B. M., & Borges, N. (2011). Protective effect of physical activity on dissatisfaction with body image in children – a cross-sectional study. Psychology of Sport and Exercise, 12(5), 563-56

Sulz, L. D., Humbert, M. L., Gyurcski, N. C., Chad, K. E., & Gibbons, S. L. (2010). A student’s choice: Enrollment in elective physical education. PHEnex Journal/Revue phénEPS, 2(2), 1-17.

• Clark, A. (2007) ‘A hundred ways of listening: Gathering children’s perspectives of their early childhood environment’, Young Children, Vol. 62, No. 3, pp. 76–81(ethics).

• Lahman, M. (2008) ‘Always othered: ethical research with children’, Journal of Early Childhood Research, Vol. 6, No. 3, pp. 281-300  (ethics)
• Negotiating Adult-Child Relationships in Early Childhood Research Albon and Rosen 2013.
• Qualitative Secondary Research -Claire Largan, Theresa Morris