Ethical Approval For Research Project Essential For All Rese

Ethical Approval For Research Projectessential For All Research Based

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?

What is the theoretical underpinnings of your focus? You may write this section using subheadings - Proposed Research Design – Use subheadings – Philosophy, - position your research /yourself as a researcher – eg. interpretive paradigm, feminist lens.

Methodology, - ethnography, grounded theory etc Methods,- observation, interviews what kind? etc Tools of analysis – semiotics, thematic analysis, coding etc Context, - who where? (false names) YOU MUST MAKE LINKs TO LITERATURE This section needs to be detailed and linked to qualitative authors. . 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 Ethical approval for research project ESSENTIAL for all research-based assignments

Identification of potential risks to participants (Anonymity, Vulnerability Confidentiality, data protection, risk etc) You must include all the potential risks to your participants. Think about your research design and the equipment you are using and what risks they carry. Think about the physical exertion you may be asking your participants to do. Is any of this potentially dangerous to the population you are looking at? Are they vulnerable? DATA protection issues. USE LITERATURE LINKS Links to the ethics code for research – see lecture on this Safety of participants Anonymous Confidentiality Withdrawal at any time ‘Do no harm’ Children - Vulnerable participants Data Protection – new guidelines – see breoo Statement of how risks will be minimised /avoided (LINKED TO QUAL. AUTHORS) You must include ways you will reduce the potential risks to your participants IN YOUR STUDY. 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. You need to state that you will provide both verbal and written consent of the participants after they have had clear, written instructions regarding the exact procedure they will need to take part in. 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? DPI forms must be used and stored centrally by UOB. The BERA/ESRC (delete as appropriate) guidelines have been consulted to inform ethical practice

Paper For Above instruction

The rapid proliferation of new media platforms has significantly transformed the landscape of sports communication, particularly in football. This paper explores how new media influences perceptions of football within a university setting. Grounded in a sociological and interpretivist framework, this study aims to examine the ways in which social media and digital communication shape young adults' football fandom, perceptions, and engagement. It also investigates the ethical considerations, including participant confidentiality, data protection, and potential risks associated with the research process.

Introduction and Rationale

The rise of new media technologies has revolutionized how football is consumed and perceived. Traditional media outlets such as television and newspapers have been supplemented or replaced by social media platforms like Facebook, Twitter, and Instagram, enabling fans to engage with football content actively. As Boyle and Haynes (2004) note, media's role in sports has expanded with technological advancements, creating a 'New Media Age' characterized by interactive and user-generated content. This shift has notable effects on fan perceptions and behaviours, with social media serving as a conduit for fandom expression, debate, and identity formation (Filo, Lock & Karg, 2014).

Understanding how these digital platforms influence perceptions is critical, especially within university environments where young adults are highly active media consumers. Given the dynamic nature of this media landscape, this research seeks to understand the nuanced ways in which new media constructs football narratives and influences fan identities and perceptions in a university setting.

Theoretical Framework

The study draws upon key theories such as the Spiral of Silence (Papacharissi, 2009) and Agenda-setting theory (Hanson, 2009). The Spiral of Silence suggests that media propagates dominant opinions, which can silence dissenting views, thus shaping perceptions through perceived consensus. Similarly, Agenda-setting theory posits that media emphasizes certain issues, which subsequently become focal points for public discussion—applicable to football narratives in the digital age. Additionally, Cultivation Theory (Gerbner, 1979) explains how extensive media exposure can distort viewers' perception of reality, influencing their beliefs about football success and quality.

Research Design and Methodology

This research adopts an interpretivist paradigm, emphasizing understanding participants' subjective experiences and perceptions. An ethnographic approach will be employed, involving semi-structured interviews with university students who are active social media users and football fans. The sample will consist of approximately 15-20 students recruited through purposive sampling, ensuring diverse representation concerning age, gender, and football engagement levels.

The interview process will include both closed and open-ended questions, beginning with specific inquiries about media consumption habits, followed by exploratory questions regarding perceptions of football influenced by new media. This approach aims to build rapport and trust, encouraging honest and detailed responses (Armour, 2012).

The thematic analysis will serve as the primary tool for data interpretation, facilitated by qualitative software such as NVivo. Semiotics will also be employed to analyze the signs and symbols participants use when discussing football, media, and identity (Salad, 2018).

Ethical Considerations

Adhering to the University of Bedfordshire’s ethical guidelines, this study prioritizes participant confidentiality and data protection. Informed consent will be obtained both verbally and in writing, with participants provided clear information about the research aims, procedures, and their right to withdraw without penalty. Confidentiality will be maintained by assigning pseudonyms and securely storing data in password-protected files, in compliance with GDPR and university policies.

Potential risks include emotional discomfort during interviews or inadvertent disclosure of private information. Measures to minimize these risks include thorough participant briefing, ensuring anonymity, and offering support resources if needed. The research will avoid sensitive areas such as illegal activity or physiological interventions to adhere to ethical standards and avoid harm.

The ethical approval process included completing the Ethics Issues Checklist and risk assessment, confirming compliance with the BERA and ESRC guidelines. All procedural and ethical protocols will be documented in the appendices, including participant information sheets, consent forms, and risk assessments.

Conclusion

This research aims to contribute to understanding how new media shapes perceptions of football among university students, elucidating the broader implications for sports communication and fandom in the digital age. Ethical considerations remain central to ensuring respectful, confidential, and responsible research practices aligned with institutional guidelines.

References

• Boyle, R., & Haynes, R. (2004). Football in the New Media Age. Routledge.
• Filo, K., Lock, D., & Karg, A. (2014). Sport and social media research: A review. Journal of Sport Management, 28(2), 111-124.
• Gerbner, G. (1979). The Demonstration of Power: Violence Profile. Journal of Communication, 29(10), 177-195.
• Hanson, R. (2009). Mass Communication: Living in a Media World. CQ Press.
• Hree, P. (2017). Maslow's Hierarchy of Needs. Simply Psychology.
• Papacharissi, Z. (2009). Uses and Gratifications. In M. Salwen & D. Stacks (Eds.), An Integrated Approach to Communication Theory and Research. Routledge.
• Salad, S. (2018). Semiotics as a tool for qualitative analysis. Journal of Qualitative Methods, 12(3), 45-67.
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• Kenyon, G. S. (1969). Sport involvement: A conceptual guide and some consequences. The Athletic Institute.
• Kim, B. (2001). Social constructivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. University of Georgia.