Researching Teaching and Learning Assignment 1 Due date: 28/8/17 at 11:59pm

The research article “The impact of homophobic bullying during sport and physical education

participation on same-sex attracted and gender-diverse young Australians’ depression and

anxiety levels” by Symons, O’Sullivan, Borkoles, Andersen & Polman (2014) will be subject

to a critical analysis of individual sections of the article including: the research in terms of the

participants, design, and analysis; the adequacy of the data that has been collected during the

research process and how that data has been interpreted; and an evaluation of the extent to

which the article responds to its own research question.

The participants in Symons et. al (2014) consisted of 399 same sex attracted and

gender diverse (SSAGD) people as well as 137 heterosexual cis gendered people. All

participants were between the ages of 14 and 23 at the time of data collection. Participant

recruitment initially took place in Victoria but was then expanded to all of Australia, it should

be noted that 70.5% of participants were from Victoria and as such, the results of the research

are not an accurate representation of all Australian SSAGD 14 to 23 year old people.

According to Gall, Gall & Borg (2014) the findings of the research can possibly be used to

generalise findings in other locations but is not representative of the entire population.

Perhaps the method of sampling could be altered in further studies to become representative

of all Australian SSAGD youth. Furthermore, subgroups were used by Symons et. al (2014)

to highlight the different responses that each subgroup made. For example, SSAGD youth

were then further divided into categories like gay, lesbian, bisexual, straight, queer,

questioning, other and those who don’t prescribe to a label, and gender was divided into

male, female and gender diverse. Also, the umbrella of sport was also divided into sport clubs

outside of school, school sport teams and the PE classroom. Similarly, mental health

outcomes were divided into depression, anxiety, and stress. According to Gall, Gall & Borg

(2014) this division into subgroups aids in increasing understanding of the research

phenomena. Furthermore, if qualitative data has been collected in conjunction with

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quantitative data, the qualitative data should contribute to the reliability of the research

design. Symons et. al (2014) do indeed generate qualitative as well as quantitative data in

their research. By seeking out individual SSAGD youth in the study to ask their individual

opinions about their experiences in sporting environments the researchers succeed in

highlighting the various degrees to which SSAGD youth are affected by sport, generating

data that accurately represents the different sides to the argument. Furthermore, the research

article provides readers with an unclear view of their procedures at times. While it is stated

that participants were recruited via media like community LGBTIQ radio and Facebook

pages, the survey questions are not provided. Gall, Gall & Borg (2014) note that research

articles should provide enough information for the research to be replicated in another

population. Hittleman & Simon (2006) reiterate that research replication can occur by using

the same purpose, method, and data analysis and applying them to a new set of participants

with the same characteristics as the original group.

McMillan (2012) denotes that the research should implement different forms of data

collection. Unfortunately, Symons et. al (2014) only implement a survey as the singular mode

for data collection, although it is comprised of 9 different sections including both qualitative

and quantitative responses. McMillan (2012) also notes that for qualitative research to be

accurate and credible it should take place over a period in which the researchers can become

closely linked to what is being studied. Symons et.al uphold this as the participant

recruitment stage itself was conducted over 7.5 months. Although this data is a mixed method

approach and it is not indicated how long researchers spent with individual participants

during data collection. Gall, Gall & Borg (2014) suggest that the research question or

hypothesis should be clearly stated. Symons et. al (2014) identify their research question “to

investigate whether homophobic bullying and abuse occurring in sport and PE settings were

associated with the mental health and wellbeing of young SSAGD Australians” (Symons et.

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al, 2014, p. 3). Gall, Gall & Borg (2014) articulate that readers should question whether the

research article’s data analyses coincide with the study’s findings. Symons et. al (2014)

suggest that the study’s findings are in line with the original research question and agree that

SSAGD youth have generally poorer mental health outcomes and negative experiences in

sport settings. Although, the way Symons et. al (2014) present their findings is seemingly

misleading as it suggests the data is representative of the wider SSAGD Australian

population rather than what it truly represents in the Victorian setting. Hittleman & Simon

(2006) highlight that by examining relevant research in the field that their research is

examining, they can gain insight into that field to inspire their research questions and method.

Symons et al. (2014) utilise this knowledge effectively, providing findings from previous

research into homophobic bullying and SSADG mental health in Australia to inform their

own research.

By examining the research project by Symons et. al (2014) into the mental health of

SSADG Australian youth and homophobic bullying in sport through a critical lens, it can be

determined that the project has both positive and somewhat objectionable aspects. This has

been achieved through an evaluation of individual parts of the project’s structure, including:

participants, design, and analysis; data collection and interpretation; and the articles ability to

respond to its research question.

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References

Gall, M., Gall, J. & Borg W. (2014). Applying educational research: How to read, do, and

use research to solve problems of practice (6th ed.). England, UK: Pearson Education

Limited.

McMillan, J. (2012).  Educational Research: Fundamentals for the Consumer, 6th

Edition. Boston, MA: Pearson.

No Author. (2006). "Reading and evaluating introductory sections: Abstract, background, and

purpose" in Hittleman, D. & Simon, A. Interpreting educational research: An

introduction for consumers of research (pp. 92-97). Upper Saddle River, NJ: Pearson.

Symons, C., O'Sullivan, G., Borkoles, E., Andersen, M. & Polman, R. (2014). The impact of

homophobic bullying during sport and physical education participation on same-sex

attracted and gender-diverse young Australians’ depression and anxiety levels: "The

equal play study". Melbourne, Australia: Victoria University.

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