Rhiannon Osborne: 9901198 ECGE7004Q Presentation/online ‘defence’ (1000 words part one). CONTRIBUTION ONE: Wilson (Wilson, 2109) looked at current research carried by Sports England. It was discovered that there was an early gender gap surrounding participation of sport activity. Early on in life children were already opting themselves in and out of activities. The research also linked activity to positive self-esteem, confidence and resilience. The aim of the research will be to discover how much the education system influences the gender gap in sport, if at all. It’s objective will be to understand the curriculum and it’s guidelines surrounding delivery of physical education. Curriculum documents, social norms and constructs surrounding sport and gender within the school environment will be considered, while including perception and ideas with specific consideration of the language used around young people. The title of the chosen research topic is, ‘How is gender influenced through sport in education?’ The ethical considerations will revolve around young children age 10-11 years and adults working within the school setting. The proposed research will be done through a qualitative framework and the philosophical position will be a constructivist one. Methodology will be in the form of a case study and the methods to be used will be those as suggested appropriate by Creswell (Creswell, 1998). These will be semi structured interviews, observations and a research diary. Due to the educational setting, ethics surrounding young children are an essential consideration. This is because the school setting needs to provide a safe, fair environment for children, and these needs must be supported by trustworthy adults who have the knowledge and skills set to ensure that children are safeguarded and supported (BERA, 2018) . Participants will also include adults, therefore relevant ethical consideration surrounding adults will need to be adhered to. BERA, along with UWTSD ethical guidelines will inform the ethical consideration that will be undertaken throughout the proposed research. Broadly speaking similar ethical considerations need to be applied to all methods being used. Special consideration will need to be adhered to as young children will be participants. For example, it is essential to gain informed consent from all participants. However, when children are involved this is done in two stages. Firstly, permission is needed from the adult responsible for the child. It is then important to gain the same consent from the child them self (Cohen et.al 2011). BERA suggest ‘the best interest of the child are the primary consideration, and children who are capable of forming their own views should be granted the right to express those views freely in all matters affecting them, commensurate with the age and maturity’ (BERA, 2018). When planning observational activities general ethical considerations remain, however, one ethical dilemma is, ‘the possibility of observer bias’ (Kumar, 2014). As a researcher it will be important to acknowledge a personal bias while still retaining impartiality. If a neutral and non-judgemental position is not taken prior to any observed activities, there is a possibility that the results may be influenced by personal opinions. ‘Researchers must not bring research into disrepute by in any way falsifying, distorting, suppressing, selectively reporting or sensationalising their research evidence or findings’ (BERA, 2018). Punch (Punch, 2005) refers to several areas where ethical issues may arise during research, one of which suggest that confidentiality is a key consideration. Although a research diary will also fall into the same general ethical requirements that ensure research is carried out ‘fairly, honestly and without intention of harming others’ (Government, 2015), particular care will be required when storing any collected data. Although participants will be anonymised BERA ethical guidelines state that all ‘researchers must comply with legal requirements in relation to the storage and use of personal data as stipulated in the UK by the data protection act’ (BERA, 2018) As some data may include names etc before analysis both the Guidance from BERA and UWTD will be followed as closely as possible. As with all research there are risks involved. The proposed research will be a low risk as it does not seek to discover or report upon any personal or sensitive data. However, the research will always aim to be transparent and honest. Informed consent will always be obtained in writing before any activity takes place. Participants will be fully informed of the intended use of the data, where and how long it will be stored for and who has access to the information. Other risks to the participants may include embarrassment and awkwardness. Although the research will be carried out in a school setting issues surrounding privacy and feelings of being judged may be provoked. Participants will be informed of their right to withdraw at any time and opt out of answering any questions if they wish to do so. There is the possibility that at some point one or more participant may disclose information that raises concerns. To mitigate this all participants will be informed that the disclosure of such information will result in advice being sought and appropriate action being taken (BERA 2018). Ethical considerations are constant and will be considered at each stage of the research. As a researcher it is important to consider unforeseen events arising and ensure that something is already in place to lessen the negative impact that may be caused. Participants may at any point decide that they no longer wish to take part (Uk, 2018). In the case of a child it is important to be aware that they may not always be able to articulate their decision to withdraw. The researcher needs to recognise these signs to ensure the rights of the child are upheld. If an adult decides to withdraw, they should be able to do so without any explanation and their future treatment should not be negatively affected as a result (BERA 2018). The final point that needs to be considered will be addressing the researcher. It will be compulsory to undertake an enhanced DBS check. ‘DBS checks in education are a vital safeguarding tool that helps to ensure the safety and wellbeing of children and young people’ (Griffiths, 2018). This directly supports the ethical considerations surrounding research in education while also safeguarding the gatekeepers responsible. Risks to the researcher could also include false allegation made against them. Although an advanced DBS check will have been carried out to allow unsupervised access to children, mitigation of the latter would always require another adult to be present. Although BERA will underpin most of the ethical framework for the proposed research, UWTSD ethics will also be referred to ensuring the reputation of the university through ‘appropriate ethical, legal and professional framework, obligations and standards (UWTSD, 2019). The ethical considerations will be revisited throughout the process ensuring the rights of both the researcher and all participants are always safeguarded. Informed consent will be ongoing throughout and will be included during analysis of findings and any publication (Miller et.al 2012). References BERA, 2018. Ethical Guidelines For Educational Research. [Online] Available at: https://www,bera.ac.uk/researchers-resources/publications/ethical-guidelines-for-educational-research-2018 [Accessed 21 november 2019]. Creswell, J. W., 1998. Qualitative inquiry and research design choosing among five traditions. first ed. America: SAGE. Government, W., 2015. Effective use of data and research evidence. [Online] Available at: http://learning.gov.wales/docs/learningwales/publications/150814-effective-use-of-data-en.pdf [Accessed 15 november 2019]. Griffiths, G., 2018. DBS checks in Education: The Ofsted requirements explained.. [Online] Available at: https://www.ucheck.co.uk/dbs-checks-in-education-ofsted-requirements/ [Accessed second december 2019]. Kumar, R., 2014. Research methodology. fourth ed. London: Sage. Morrison, L. C. a. L. M. a. K., 2011. Research Methods In Education. seventh ed. Abingdon: Routledge. Punch, K. F., 2005. Introduction To Social Research Quantitaive And Qualitative Approaches. second ed. London: Sage. Tina Miller, M. B. M. M. a. J. J., 2012. Ethics in Qualitative Research. second ed. London: SAGE. Uk, G., 2018. Data Protectio: Rights For Data Subjects. [Online] Available at: https://www.gov.uk/government/publications/data-protection-rights-for-data-subjects/data-protection-rights-for-data-subjects [Accessed second december 2019]. UWTSD, 2019. Research Integrity and Ethics. [Online] Available at: https://uwtsd.ac.uk/research/research-ethics/ [Accessed second december 2019]. Wilson, J., 2109. Sports England discover 'early gender gap' in attitudes and particiaption in sport.. [Online] Available at: https://www.telegraph.co.uk/womens-sport/2019/03/21/sport-england-discover-early-gender-gap-attitudes-participation/ [Accessed 21st november 2019]. RHIANNON OSBORNE: 9901198 ECGE7004Q PRESENTATION/ONLINE ‘DEFENCE’ (500 WORDS PART TWO) Reflection is an important part of any research, it ‘is a state of mind, an ongoing attitude to life and work’ (Bolton, 2014). The following will reflect upon the ethical choices discussed in part one of the online ‘defence’ of the chosen ethics. Although in the original online contribution it was stated that the proposed research, (How is gender influenced through sport in education?) is ethically low risk there was one element that stood out as in need of further reflection. Gender is a current and very dominant topic at the forefront of many minds. The government have now legislated that by 2020 all primary schools must teach relationship education which includes teaching children about LGBTQ relationships (GOV.UK, 2019). Omitted from the first contribution was consideration of how to handle sensitive information regarding gender issues if a young person was to disclose anything. What would be best practice to help a young person if further support was needed regarding these issues? One of the first issues outlined in the BERA document (BERA, 2018) highlights the expectation that researchers are mindful of structural inequalities surrounding ‘Gender, LGBTQ’ (BERA, 2018). As a researcher it is important to acknowledge a duty of care to participants. Preparations need to be in place prior to the start of the research to, ‘minimise and manage any distress or discomfort that may arise’ (BERA, 2018). Since gender issues are central to the proposed research there is a possibility that a young person may disclose sensitive information and may need extra support. To mitigate this, prior to research taking place it will be important to have a clear procedure in place for handling sensitive or unexpected topics. This procedure should include knowing when to stop the research process in order to protect the participant, and being confident about what to do next. Specifically, what support is needed and what is available to the participant (NSPCC, n.d.). To enable this to be done advice could be sought from a research supervisor within the university or a gatekeeper within the setting where the research will be undertaken. Broadly speaking the ethical position taken originally was robust however, it is important to remember that to ensure good practice throughout the research process, ethical consideration is consistent and re-visited many times. As the process progresses variables may need to be considered and the original ethical position altered. The importance of critical reflection is vital for the research process as it allows experiences to be explored, challenged and questioned. It opens the mind of a researcher to understand underlying human behaviours that they had previously been unaware of. It is the consciousness of responsibility (Bolton, 2014). On a personal level as a researcher, the process is now viewed very differently. Although as a research student a research supervisor will be assigned to oversee the process, ownership for the undertaking of the study must be accepted by the researcher and reflection must be constant to ensure good practice. References BERA, 2018. BERA: Ethical Guidelines for Educational Research fourth edition 2018. [Online] Available at: https://www.bera.ac.uk/publication/ethical-guidelines-for-educational-research-2018 [Accessed nineteenth December 2019]. Bolton, G., 2014. Reflective Practice Writing and Professional Development. fourth ed. london: Sage. GOV.UK, 2019. Guidance:Primary Schools Disruption Over LGBTQ teaching/relationships Education. [Online] Available at: https://www.gov.uk/government/publications/managing-issues-with-lgbt-teaching-advice-for-local-authorities/primary-school-disruption-over-lgbt-teachingrelationships-education [Accessed twentyfirst December 2019]. NSPCC, n.d. Research with children:Ethics, safety and harm. What to consider when conducting research with children. [Online] Available at: https://learning.nspcc.org.uk/research-resources/briefings/research-with-children-ethics-safety-avoiding-harm/ [Accessed twentyfirst December 2019].