Dissertation Form A: Registration Student Name & ID Number ✓ Solved

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Dissertation Form A: Registration Student Name & ID Number:

Please state briefly the following information: What is the Academic focus of the Dissertation? (eg. disaffected young women in PE)

What Research Paradigm are you working in? (eg interpretive, critical, ….)

What Methodology (eg. ethnographic, case study ) will you use for this focus?

What data collection Methods (eg. interviews, diaries) will you use?

What data analysis methods (eg. Semiotic, discourse, thematic, inductive) will you use?

List the key authors that will form the theoretical framework for this study.

Provide a brief rationale for your project – Who (authors/organisations argue this focus is important/needed and why. What is the aim of your study? What are your objectives? What are your research questions?

Review of literature (1000 words) What is the theoretical underpinnings of your focus?

What setting? Who are your participants? How many participants are you going to use? What exactly are you going to do and what is your research design? What equipment are you going to use, what is the reliability and validity of your research protocol you are using. This should be 4 – 5 paragraphs and link to your appendices if necessary.

Ethics – Statement of UOB/ISPAR ethics code- see Breo Identification of potential risks to participants (Anonymity, Vulnerability Confidentiality, data protection, risk etc) You must include all the potential risks to your participants.

Statement of how risks will be minimised /avoided (LINKED TO QUAL. AUTHORS)

You need to include a statement on how you will respect confidentiality, anonymity for example use false names and state they can withdraw at any part of the study.

Clear participant instructions – eg Participation Information Form MUST be completed by you and UOB ISPAR consent forms included as part of your ethical application. How will the data be stored safely?

The BERA/ESRC (delete as appropriate) guidelines have been consulted to inform ethical practice.

Paper For Above Instructions

The proposed dissertation aims to investigate the academic focus on disaffected young women in physical education (PE). This demographic faces significant challenges, including social stigma, academic disengagement, and issues related to self-esteem and body image. The significance of this study lies in its potential to illuminate the experiences of these young women, contribute to the field of educational research, and provide insights that may inform policy and practice in schools.

My research will be framed within the interpretive paradigm, which emphasizes understanding the subjective experiences of individuals within their social contexts (Schwandt, 2014). This approach is particularly suitable for exploring the nuanced experiences of disaffected young women in PE, as it prioritizes their voices and allows for a deeper understanding of the socio-cultural factors impacting their engagement in physical education.

To address the research questions effectively, I will employ an ethnographic methodology. Ethnography is useful in this context as it enables in-depth exploration of the social dynamics and relationships that shape participants' experiences (Hammersley & Atkinson, 2007). This approach will provide rich qualitative data through direct observation and participant interactions within their natural environments.

The data collection methods will involve semi-structured interviews and participant observations. Semi-structured interviews will facilitate in-depth conversations with the young women, allowing them to express their feelings and attitudes about PE and their participation (Creswell, 2014). In addition, participant observations will enable me to witness firsthand the dynamics and interactions in PE settings, providing contextual richness to the data collected.

For data analysis, I will utilize thematic analysis to identify patterns and themes that emerge from the data. This method allows for a flexible approach to data analysis, permitting the exploration of participants' narratives and the significance they attribute to their experiences in PE (Braun & Clarke, 2006). Thematic analysis will also link findings to existing literature, contributing to the theoretical framework established in this study.

The theoretical framework for this dissertation will draw on key authors such as Foucault (1980), who explores power relations in educational settings, and feminist scholars like Gill (2007) who address issues of gender and identity. Their work provides a foundation for understanding the societal pressures faced by young women and their implications for engagement in physical education.

The rationale for this study is grounded in the increasing recognition of the need for inclusive and supportive environments in PE that cater to diverse student backgrounds and experiences. Scholars such as Penney and Chandler (2000) emphasize the importance of understanding the barriers that young women face in physical education to promote equitable engagement. My research aims to identify these barriers and propose actionable strategies to enhance participation and enjoyment in PE among disaffected young women.

The proposed research design includes clear participant instructions and ethical considerations ensuring the protection of vulnerable populations. Ethical approval will be obtained from the University of Birmingham and adherence to the BERA guidelines regarding the treatment of participants will be prioritized (BERA, 2011).

Potential participants will be young women aged 14-16 from a local secondary school. I anticipate recruiting approximately 15-20 participants to ensure a diverse representation of experiences. Data collected will be securely stored and managed in compliance with data protection regulations to protect participants' confidentiality and anonymity (Data Protection Act, 2018).

In conclusion, this dissertation aims to contribute to the body of knowledge on the experiences of disaffected young women in PE, providing insights that could inform educational practice and policy. By using an interpretive lens and qualitative methodology, the study promises to uncover the complexities of participation in physical education and advocate for the development of more inclusive environments for all students.

References

• Bera, B. (2011). Ethical Guidelines for Educational Research. British Educational Research Association.
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
• Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (4th ed.). Sage Publications.
• Data Protection Act (2018). UK Government.
• Foucault, M. (1980). The History of Sexuality, Volume 1: An Introduction. Vintage Books.
• Gill, R. (2007). Gender and the Media. Polity Press.
• Hammersley, M., & Atkinson, P. (2007). Ethnography: Principles in Practice. Routledge.
• Penney, D., & Chandler, T. (2000). Physical Education: A New Perspective. Sport Education Review, 25(2), 18-29.
• Schwandt, T. A. (2014). The Sage Dictionary of Qualitative Inquiry (4th ed.). Sage Publications.

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