Unit 4 Research methods for sport and exercise sciences

Transcription

1 Unit 4 Research methods for sport and exercise sciences BTEC Level 3 National Sport and Exercise Sciences Unit overview Credits: 10 Research is becoming more important and widely recognised in the world of sport. As sport has become more business like and there are greater pressures for success, sports organisations are always looking for the next advantage over their competitors. The purpose of research is to advance knowledge about different areas, this guides the practice of people that work within sport including coaches, sport scientists and health practitioners. Therefore, the aim of this unit is to help learners develop their knowledge, understanding and skills within research methods. On completion of this unit, learners should: LO1 Know key issues in research methods for the sport and exercise sciences LO2 Know data collection techniques for the sport and exercise sciences LO3 Know qualitative data analysis techniques for the sport and exercise sciences LO4 Know quantitative data analysis techniques for the sport and exercise sciences. Unit contents The scheme of work for this unit links to the following resources to help you deliver Unit 4. LO1 LO2 LO3 LO4 Lesson plan LP Activity sheet AS1, AS2, AS3 AS1, AS4, AS5 AS1, AS6, AS7 AS1, AS8 Stretch and support E1 E2, E3 E3 E3 Presentation PPT All these resources can be found on the accompanying CD-ROM, as well as an editable version of the scheme of work, answers to activity sheet questions and questions in the student book. Links to other units This unit is inherently linked to Unit 5 Research project for sport and exercise sciences, as the techniques learned in this unit will be used to complete the final research project. Links can also be made to other units where learners can develop research skills through real life examples. For example, Unit 2 Sport and exercise physiology could be used to help learners understand the concept of laboratory based data collection and Unit 7 Exercise, health and lifestyle could be used to help learners understand the use of different types of interview. 1

2 BTEC Level 3 National Stretch and support To support each of the activities throughout this unit, tutors could direct learners towards textbooks, journals or websites, provide support when learners are developing arguments or examples and encourage group work so that learners can develop ideas with peers. E1: Key issues in research methods More able learners could be encouraged to look at different examples of key issues in research methods within their work. For example, they could expand on pass level work that looks at validity by looking at the different types of validity. Learners could be further stretched by being encouraged to look at how the different key issues can influence the overall quality of research. E2: Ethical and legal issues in sport After examining the different ethical and legal issues associated with research, learners could be encouraged to look at the implications of not working ethically and legally within research. More able learners could examine why different measures are used to ensure ethical and legal guidelines are followed and what the implications of not following guidelines are and how this could affect the research career of an individual. E3: Data collection and analysis methods in research After selecting appropriate research design, data collection methods and data analysis methods, learners could be stretched by examining why those methods are appropriate for their given research example. Learners could provide a suitable argument to support their choice. Learners could be further stretched by encouraging use of each of the different research methods and looking at why some others may not be suitable for a given research example. 2

3 3 Scheme of work Unit 4 Research methods for sport and exercise sciences Broad aim: To give learners an awareness of the different key issues, data collection and data analysis techniques associated with research methods. Tutor(s): SB = Student Book PPT = PowerPoint NS = Non-supervised individual study time AS = Activity Sheet V = Video R = Research Academic year: Number of weeks: 36 Duration of session: 100 minutes Guided learning hours: 60 Credits: 10 Week Outcome/topic Content Learner activity Resources Assessment and PLTS 1 Introduction Introduction to research methods in sport and exercise sciences Introduction to assessment 1 2 LO1: types of research 3 LO1: key issues in research 4 LO1: key issues in research methods The differences between qualitative and quantitative research, when to use each type of research and the benefits of each type of research Introduction to the different key issues in research Research key definitions using AS1 as a guide Completion of AS1 Completion of AS2 Discuss the different key issues, their importance in research and produce examples of each of the different key issues in research AS1 SB Unit 4 AS1 AS2 SB Unit 4 p.4 Completion of assessment 1 NS completion of assessment 1 SB Unit 4 p.4 6 All assessment criteria PLTS IE Assessment P1, P2, M1, D1 PLTS CT SB Unit 4 p.4 6 Assessment P1, P2, M1, D1 PLTS CT, TW Assessment brief SB Assessment activity 4.1 Assessment P1, P2, M1, D1 PLTS CT, SM Stretch and support More able learners could research different definitions before selecting their final choice Support learners who struggle to grasp the importance of the key issues More able learners to explain the different key issues in research and analyse their importance in research Support learners who struggle to grasp the importance of the key issues More able learners to explain the different key issues in research and analyse their importance in research Unit 4 Research methods for sport and exercise sciences

4 4 Week Outcome/topic Content Learner activity Resources Assessment and PLTS 5 LO2: types and classifications of data 6 LO2: research designs 7 12 LO2: qualitative data collection techniques LO2: quantitative data collection techniques Introduction to assessment 2 PPT on types and classifications of data Introduction to the different research designs commonly used in sport and exercise research Introduction and discussion of each of the different qualitative data collection techniques, their benefits and limitations. Demonstration of examples of each of the different techniques Discussion of each of the different quantitative data collection techniques, their benefits and limitations. Demonstration of examples of each of the different techniques Discussion work around the different types and classifications of data and thinking of different examples of each in sport and exercise research Case study work surrounding different research examples and which research designs would be most appropriate for the examples Discuss when each of the different data collection techniques could be used Practise using each of the different techniques in groups (e.g. producing interview guides and practising interviews in pairs) Completion of AS4 Discussion of when each of the different data collection techniques could be used Practise using each of the different techniques in groups (e.g. testing VO 2 max using both laboratory based and field based techniques to see which is most accurate/precise) Completion of AS5 SB Unit 4 p.7 ICT facilities for PPT SB Unit 4 p Case studies (tutor to source) SB Unit 4 p.7 10 AS4 SB Unit 4 p AS5 Assessment P3 PLTS EP Assessment P3, M3 PLTS CT Assessment P3, M3 PLTS CT, EP, TW Assessment P3, M3 PLTS CT, EP, TW Stretch and support More able learners could assist with peer learning and explain their examples of different types and classifications Support completion of the case study work More able learners could consider the range of designs that could be used then select the one they feel is most appropriate Support the production of interview guides, questionnaires, observation checklists and support the completion of AS4 Learners could examine range of opportunities to use the different collection methods Support the use of different data collection techniques support the completion of AS5 Learners could examine the range of opportunities to use the different collection methods BTEC Level 3 National

5 Week Outcome/topic Content Learner activity Resources Assessment and PLTS Stretch and support 19 LO2: ethical and legal issues in research 20 LO2: data collection in research LO3: qualitative data analysis 28 LO3: qualitative data analysis Discussion of ethical and legal issues in research, the role of the BASES Code of Conduct in research and the implications of not working ethically and legally Research on BASES Code of Conduct Completion of AS3 AS3 SB Unit 4 p BASES Code of Conduct Completion of assessment 2 NS completion of assessment 2 SB Assessment activity 4.2 and 4.3 AS3 AS4 AS5 Demonstration of each of the different qualitative data analysis stages Re-visit research designs and qualitative data collection techniques to help learners complete AS7 Practise using each of the different stages of qualitative data analysis with sample data sets and through group based discussions Completion of AS6 Group work to complete AS7 BASES Code of Conduct SB Unit 4 p AS6 AS7 Completion of assessment 3 NS completion of assessment 3 SB Assessment activity 4.4 AS6 AS7 Assessment P4, M2, D2 PLTS CT Assessment P3, M2, D2 PLTS CT, SM Assessment P5, M3 PLTS CT, TW Assessment P5, M3 PLTS CT, IE More able learners could produce examples of each of the ethical and legal issues and present their findings to the group More able learners could also look at why the different measures to stop research are put in place after misconduct Support learners by practising data analysis techniques More able learners to consider which research designs, data collection methods and data analysis methods could be used for selected research based examples Unit 4 Research methods for sport and exercise sciences 5

6 6 Week Outcome/topic Content Learner activity Resources Assessment and PLTS LO4: quantitative data analysis 36 LO4: quantitative data analysis Introduction to assessment 4 requirements Demonstration of the methods of organising and displaying data, measures of central tendency and data analysis techniques through different investigations Discussion of when each method of data analysis would be used in a research setting Revisit the different research designs and data collection methods that are specific to quantitative research to assist with completion of AS8 Practise using each of the different aspects of quantitative data analysis Completion of AS8 SB Unit 4 p AS8 Facilities to complete sample investigations Completion of assessment 4 NS completion of assessment 4 SB Assessment activity 4.5 AS8 Assessment P6, M4 PLTS CT, TW, EP Assessment P6, M4 PLTS CT, IE Stretch and support Support learners by describing parametric and non-parametric examples More able learners to examine when different quantitative research methods are used and why BTEC Level 3 National

7 Lesson plan Week 2 Aim Learners to understand the concept of research. SB = Student Book AS = Activity sheet E = Extension for Stretch and support This is a 100-minute lesson. Learning outcomes All students will know the key terms associated with research and will be able to describe qualitative and quantitative research Most students will understand the differences between qualitative and quantitative research Some students will understand the applications of qualitative and qualitative research Timing/ content Objectives Tutor activity Learner activity Resources Individualised activity/differentiation 5 minutes Learners to understand the learning objectives 55 minutes Learners to understand the key terms associated with research methods 30 minutes Learners to understand the benefits of qualitative and quantitative research 10 minutes Review the session and set future targets Outline learning objectives Introduce worksheet and structure the activity Check successful completion of work sheet using answer sheet Tutor to introduce concepts of qualitative and quantitative research and facilitate group discussion regarding the two research approaches Check learning through directed and open questions Write down the learning objectives Group based research activity Completion of AS1 in groups Contribution to group based discussion Completion of AS2 Respond to tutor questions Record any independent work to be completed AS1 SB AS2 SB Unit 4 AS1 AS2 All learners to complete AS1 successfully All learners to describe qualitative and quantitative research Some learners to understand the applications of qualitative and quantitative research PLTS EP, TW EP Functional Skills ICT finding information English speaking and listening Unit 4 Research methods for sport and exercise sciences 7

8 BTEC Level 3 National AS1 Glossary of terms Find a definition for each of the following terms to form a glossary for this unit. Accuracy ANOVA Causality Chi-squared test Correlation Dependent variable Descriptive statistics External validity Hypothesis Independent variable Inferential statistics Inter-researcher reliability Non-parametric test Null hypothesis Outlier Parametric test Precision Qualitative research Quantitative research Reliability Research Research design Standard deviation T-test Test retest reliability Validity Variable 8

9 Unit 4 Research methods for AS2 Benefits of qualitative and quantitative research Fill in each column in the table below with the benefits of qualitative and quantitative research. Benefits of qualitative research Benefits of quantitative research 9

10 BTEC Level 3 National AS3 Ethical and legal issues in sport and exercise research Obtain a copy of the British Association for Sport and Exercise Science (BASES) Code of conduct from Highlight all the ethical and legal issues. Describe at least two ethical or legal issues, then explain what could happen if you do not adhere to the ethical and legal guidelines when conducting research in sport and exercise. Use the Student Book to help you. Issue 1: Implications of not adhering to this guideline: Issue 2: Implications of not adhering to this guideline: 10

11 Unit 4 Research methods for AS4 Qualitative data collection techniques Summarise the strengths and weaknesses of each data collection technique, and when it could be used in the table below. Techniques Strengths Weaknesses When it could be used Interviews Questionnaires Observations 11

12 BTEC Level 3 National AS5 Quantitative data collection methods Complete the table with information about quantitative data collection methods. Methods Questionnaire (survey) Field based Laboratory based Description Strengths Weaknesses When it could be used 12

13 Unit 4 Research methods for AS6 Qualitative data analysis Explain each stage of data analysis, referring to the presentation that your tutor delivers and the Student Book. Data reduction Displaying data Drawing conclusions and verifying data 13

14 BTEC Level 3 National AS7 Qualitative research For each example, select and justify an appropriate research design and data collection and analysis techniques. Example 1 You are investigating the psychological effects of a cruciate ligament injury on a professional football player, from immediately after surgery until he returns to play (a period of 6 8 months). You want to find out how the athlete responds to the injury, how their responses to the injury change over a long period of time and how they develop as an individual throughout the injury. You want to be able to give the participant the opportunity to discuss their feelings openly in a one to one situation. Suitable research design Suitable data collection/analysis technique(s) Justification of collection/analysis technique(s) Example 2 You want to investigate levels of team cohesion in a group of cricket players, with a view to improving cohesion within the team. To do this effectively you will need to get the views of the players, coaches and support staff relatively quickly and do more in-depth analysis with some of the team; research from the inside would also be useful. Suitable research design Suitable data collection/analysis technique(s) Justification of collection/analysis technique(s) 14

15 Unit 4 Research methods for AS8 Examples of quantitative research For each example, select and justify an appropriate research design, and data collection and analysis techniques. Example 1 Working with a group of football players, you want to investigate the effects of imagery on penalty taking performance. You will be looking at the effects of a treatment on performance and will be taking measurements from the same group on two separate occasions. Suitable research design Suitable data collection technique(s) Justification of data collection technique(s) Suitable data analysis technique(s) Justification of data analysis technique(s) Example 2 You are investigating public preferences for sport. You will need to collect a large amount of data from a large population in a relatively short space of time then present the data in a way that illustrates the preferences. Suitable research design Suitable data collection technique(s) Justification of data collection technique(s) Suitable data analysis technique(s) Justification of data analysis technique(s) 15

16 BTEC Level 3 National Student book answers Just checking, page What is research? A systematic process of discovery and the advancement of human knowledge. 2. What is qualitative research? A more subjective form of research that collects non-numerical data, in the form of meanings, opinions and beliefs, which can be used to explain causality, differences and relationships. 3. What is quantitative research? A formal, objective, systematic process in which numerical data are used to obtain information. It is generally deductive research and is designed to establish differences, relationships or causality (does one thing cause another?) 4. What are the key issues associated with research methods? Validity, reliability, accuracy, precision 5. What are the different types and classifications of data? Types: primary, secondary; Classifications: discrete, ordinal, continuous, interval, ratio 6. What are the common research designs used in research? Experimental, cross-sectional, case study, longitudinal, comparative 7. What is the BASES Code of Conduct and why is it important? It is a code of practice that governs the work of sport and exercise scientists. It is important in research as it outlines all of the professional standards that should be maintained, including the ethical and legal issues associated with work as a sport and exercise scientist in a research setting. 8. What are the different stages of qualitative data analysis? Data reduction, displaying data, drawing conclusions and verifying data 9. What are the different ways of organising quantitative data? Range, rank order distribution, simple frequency distribution, grouped frequency distribution 10. What are the different ways of displaying quantitative data? Graphs, histograms, bar charts, cumulative frequency graphs, distribution curves 11. What are the different measures of central tendency and variability? Central tendency = mean, median, mode; Variability = standard deviation 12. What are the different types of inferential statistics used in quantitative research? Parametric (e.g. t-tests) and non-parametric (e.g. Wilcoxen Matched Pairs Signed Ranks Test) 16