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Research Methods: KINE 5300
Research Methods: KINE 5300
KINE 5300
Definitions of Research
The main goal of research is the gathering and
interpreting of information to answer questions
(Hyllegard, Mood, and Morrow, 1996).
Research is a systematic attempt to provide answers to
questions (Tuckman, 1999).
Research may be defined as the systematic and
objective analysis and recording of controlled
observations that may lead to the development of
generalizations, principles, or theories, resulting in
prediction and possible control of events (Best and Kahn,
1998).
Research is a systematic way of asking questions, a
systematic method of inquiry (Drew, Hardman, and Hart,
1996).
Deductive Reasoning
A.k.a., Logic.
In deductive reasoning, thinking proceeds from
general assumption to specific application
GENERAL SPECIFIC
Aristotle and other early philosophers
Drawing conclusions through categorical syllogism.
All philosophers are moral. Socrates is a philosopher.
Therefore, Socrates is moral.
Resistance training makes one big and bulky by increasing
body mass. Sandi is resistance training. Therefore, Sandi
will become big and bulky.
Inductive Reasoning
Conclusions about events (general) are
based on information generated through
many individual and direct observations
(specific).
SPECIFIC GENERAL
Researchers observe an individual or group of
individuals from a larger population based
on these observations, generalizations are
made back to the larger population.
Inductive Reasoning
Two kinds of induction:
Perfect
Conclusions based on observations made from
ALL members of a group or population
Imperfect
Conclusions based on observations made from a
random sample of members of a population
Inductive:
Every rabbit that has been observed has
lungs. Therefore, every rabbit has lungs.
Example
Theoretical basis
Professional practice
Personal experience
Shear curiosity
Philosophy of Graduate
Education
MENTORSHIP!
Work with a professor/researcher that has
established a research agenda
Formulating a Hypothesis
Hypothesis:
A belief or prediction of the eventual outcome
of the research
A concrete, specific statement about the
relationships between phenomena
Based on deductive reasoning
2 types of hypotheses:
Null hypothesis (HO)
All is equal; no differences exist
Results Interpreted
Hypotheses Formed
Data Collected
Research Plan
Descriptive Questions
Purpose:
To describe phenomena or characteristics of a
particular group of subjects being studied
Survey research
Qualitative research
Many adolescents in the United States engage in behaviors that increase their risk for human
immunodeficiency virus (HIV) infection and acquired immunodeficiency syndrome (AIDS). Because 95% of all
youth aged 5-17 years are enrolled in school, school health programs can be an efficient method to help
prevent these behaviors. Previous studies have examined selected characteristics of HIV education in the
United States; however, none provide a comprehensive assessment of HIV education policies and programs
nationwide. In 1994, CDC conducted the School Health Policies and Programs Study (SHPPS), which
assessed five components of the school health program: health education, physical education, health services,
food service, and health policies. To provide a comprehensive assessment of HIV-prevention education
programs nationwide in 1994, CDC analyzed data from the health education component of the study. This
report summarizes the findings, which indicate that although HIV-prevention education has been widely
implemented in U.S. schools, improvement in these programs is needed.
Difference Questions
Purpose:
To make comparisons between or within
groups.
Is there a difference?
Experimental research
Treatment vs. control
Pre- vs. post-test comparisons
Nonexperimental research
Compare one group to another based on existing
characteristics
Relationship Questions
Purpose
To investigate the degree to which two or
more variables covary or are associated with
each other
Rather than analyzing the differences between
groups, researchers characterize the relationships
among them.
Extent to which variables are related
Not to establish cause-and-effect
Theory
A belief or assumption about how things relate to
each other
A theory establishes a cause-and-effect relationship
between variables with a purpose of explaining and
predicting phenomena
Based on inductive reasoning
Hypotheses
In an ideal
world
Theories
Laws
Empiricism
Acquiring information and facts through
the observation of our world
Pragmatic observations
Developing theory through experience and
observation
Non-scientific
Quick and practical solution to a problem
With little interest in explaining when, how, or why
Research Classifications
System #1:
Basic research
Applied research
System #2:
Quantitative research
Qualitative research
System #3:
Experimental research
Nonexperimental research
Applied
Central purpose to
solve an immediate
problem
Improved products or
processes
Infers beyond the
group or situation
studied
Interpretation of
results relies upon
Basic research
Effects of running, static stretching and practice jumps on explosive force production
and jumping performance.
Young WB, Behm DG.
School of Human Movement and Sport Sciences, University of Ballarat, Ballarat, Victoria, Australia. w.young@ballarat.edu.au
AIM: The interaction between running, stretching and practice jumps during warm-up for jumping tests has
not been investigated. The purpose of the present study was to compare the effects of running, static
stretching of the leg extensors and practice jumps on explosive force production and jumping performance.
METHODS: Sixteen volunteers (13 male and 3 female) participated in five different warm-ups in a
randomised order prior to the performance of two jumping tests. The warm-ups were control, 4 min run, static
stretch, run + stretch, and run + stretch + practice jumps. After a 2 min rest, a concentric jump and a drop
jump were performed, which yielded 6 variables expressing fast force production and jumping performance of
the leg extensor muscles (concentric jump height, peak force, rate of force developed, drop jump height,
contact time and height/time). RESULTS: Generally the stretching warm-up produced the lowest values and
the run or run + stretch + jumps warm-ups produced the highest values of explosive force production. There
were no significant differences (p<0.05) between the control and run + stretch warm-ups, whereas the run
yielded significantly better scores than the run + stretch warm-up for drop jump height (3.2%), concentric
jump height (3.4%) and peak concentric force (2.7%) and rate of force developed (15.4%). CONCLUSION:
The results indicated that submaximum running and practice jumps had a positive effect whereas static
stretching had a negative influence on explosive force and jumping performance. It was suggested that an
alternative for static stretching should be considered in warm-ups prior to power activities.
The purpose of this study was to examine the responses of peak torque (PT), mean power output (MP),
mechanomyographic (MMG) and electromyographic (EMG) amplitudes, and mean power frequencies
(MPFs) of the vastus lateralis (VL), rectus femoris (RF), and vastus medialis (VM) in men and women
during dynamic muscle actions. Twelve women (mean +/- SD age = 22 +/- 3 years) and 11 men (22 +/- 3
years) performed maximal, concentric, isokinetic leg extensions at velocities of 60, 120, 180, 240, and 300
degrees x s(-1) on a Cybex 6000 dynamometer. Piezoelectric MMG-recording sensors and bipolar surface
EMG electrodes were placed over the VL, RF, and VM muscles. No sex-related differences were found
among the velocity-related patterns for PT, MP, MMG amplitude, MMG MPF, or EMG MPF. There were,
however, sex-related differences in the patterns of EMG amplitude across velocity. The results indicated
similar velocity-related patterns of increase of MP and MMG amplitude for all 3 muscles and of EMG
amplitude for the VL and VM in the women. Velocity-related decreases (p <or = 0.05) were found for PT
and EMG MPF for the VL. EMG amplitude for all muscles in the men and for the RF in the women as well
as EMG MPF for the RF and VM remained unchanged (p > 0.05) across velocity. MMG MPF increased (p <
or = 0.05) only between 240 and 300 degrees x s(-1). Overall, these findings suggested that there were
sex- and muscle-specific, velocity-related differences in the associations among motor unit activation
strategies (EMG amplitude and MPF) and the mechanical aspects of muscular activity (MMG amplitude and
MPF). With additional examination and validation, however, MMG may prove useful to practitioners for
monitoring training-induced changes in muscle power output.
Qualitative
Generally non-numerical
data
Typically anthropological
and sociological research
methods
Observations of a natural
setting
In-depth descriptions of
situations
Interpretive and descriptive
Experimental vs.
Nonexperimental
Experimental
IVs and DVs
Cause-and-effect
Extraneous variable
controls
3 fundamental
characteristics
1. At least 1 active IV
2. Extraneous var
controls
3. Observation of the DV
response to the IV
Nonexperimental
1.
2.
3.
4.
Causal-comparative
Descriptive
Correlational
Historical
Questions
1. Write two new conclusion statements by using
deductive and inductive reasoning.
2. Identify the research problem.
3. Identify the research plan.
4. How did they collect the data?
What equipment/methods/procedures did they use?
Questions
7. What were the conclusions? Future
studies?
8. Identify the purpose statement.
9. Identify the hypotheses.
Additional Questions
1.
2.
3.
4.
Assignment 1
PART 1
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Assignment 1
PART 2
Bring copies (for everyone, 7 total) of a full-text article published
recently on a topic of your interest that is related to Kinesiology,
Exercise Science, Athletic Training, etc.
Provide a written summary (1-2 pages, double spaced, times
roman font) of your answers and answer the following questions.
Youll be asked to give a brief oral presentation (5 7 min)
regarding your article and your answers to the following questions:
1.
2.
3.
4.
5.
6.
7.
8.