How to increase girls’ fitness levels in physical education by implementing female based activities

How to increase girls’ fitness levels in physical education by implementing female based activities
*Include intext citations (Harvard referencing must be used)
Signpost each section with sub headings
1. Introduction (700 words)
– Introduction to study outlining the main aims and issues addressed,  context for the study
– Rationale: Academic  professional ( both require evidence reference).  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 or for fear of injury
– Context greater London
– Mixed gender school
– Six girls in a year three classroom
– The setting of this study will take place in a local primary school in greater London. The school has just over 650 pupils in the school, which is lower than average of mixed gender. The setting has a P.E and sports premium for this academic year which includes how the funding will be utilised to increase physical activities of all pupils. However, it does not state how it can include more female curriculum-based activities which this research will aim to uncover. The setting observed partakes in P.E activities once a week on a Friday for about 45 minutes which is when non-core subjects are taught. This study will take place in the classroom with about four to six female children in year three or four age ranging from seven to eight years old and one or two physical education teachers. (Develop further for context)
Why this study will be useful to the setting, teachers and researchers

2. Literature Review (2000 words)
– A review  of the literature central to the study
– Three to four themes as sub headings: Environmental factors, psychological factors, engagement factors, social factors
– Please use reference at the bottom for this section can add more if needed
– Literature review must include critical analysis and relate the literature back to the research question

3. Methodology/Approach/ethics 2000 (Sub heading for each)
– A discussion of the methods of investigation used, indicating reasons for their selection, appropriateness to and effectiveness for the study of approximately
– 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 and why  also explain why quantitative research is not being used
–  The three methods of qualitative research will be used for this study:
– Narrative Observations  – define and explain all in more detail
– Reflective Journal -define and explain all in more detail
– Semi-structured interviews – define and explain all in more detail.
Approach – action research  define and explain with references and why it is useful to practioners as researchers. disscuss the action research process / cycle
– Include ethics of the study  and advocate for children and families

–  and ethical statement

Findings 2500
Conclusion 750

REFERENCES TO BE USED:
Maclure (1991) ‘Action research explained’ in. Maclntyre, C. 2012 in, The Art of action research in the classroom. p. 8
Creswell (2009)
Denscombe (2017) – The good research guide for small scale projects
The art of action research in the classroom by Mclntyre
Denzin and Lincoln (2005) ‘introducing qualitative secondary research’ in, Largan, C. and Morris, T. (2019) Qualitative secondary research p.10.
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.

The structure must be logical, coherent, and fluent