EXCS 189

Research and Ethics in

Exercise Science

Lecture Week 5
 Questions to ask yourself …
• What is the intended purpose of an abstract?
• Who is the audience?
• Do I know the structure of an abstract?
• Do I know the style of writing to use?
• Have I looked at the tasks, any instructions and marking
criteria to be used to assess my writing for the Conclusion
Paragraph and for the Research Project?
Review of an Abstract Structure (Conference-style)

An abstract is a summary of a complete research study.

Structure of an Abstract:
• Title
• Author and Qualifications/Work
• Introduction
• Methods
• Results
• Discussion
• Conclusion
• References
 Topics of the Introduction
Structure
• Current understanding of the
relationship of the variables
and current research
• Previous research
• Gap in knowledge or why the
research is important
• Aim of the study
Note:
The Introduction needs to
______________ from research
studies. Typically ________ are
used with citations.
Typical Language examples to show these
topics
• Current research into … focuses on ...
• It is well documented that …
• Previous _________________
• Previous studies have suggested that …
• To date only a few studies …
• Research on … is limited and …
• The literature clearly confirms …
• However / Although / While
• Therefore it is difficult to determine …
• The aim of the current study was to …
• It was hypothesised that …

Structure
• Participants and criteria
• Design of the study
• Ethics approval
• The ______ or
________
• Type of statistical
analysis used
Note:
It is important to know the
the correct ways to include
numerical data in this
section.
Consistent!!****
Method
Typical language examples
• Fourteen aerobically trained male
participants were matched …
• Participants were required to
• Participants performed …
• A randomised, crossover design was
employed where …
• The study was carried out with
approval from …
• Ethical approval was granted from …
• Testing involved …
• Performance was assessed using …
• The testing procedure included …
• The data was analysed using …

Structure
• The findings of the study
• Statistical significance
• Contrary statistical
findings
• May include a figure or
_________
Note
This section usually does
not require citations as it
reports the statistical
results of the testing.
Results
Typical language examples
• No statistical differences were
evident …
• However, …
• Mean trial times for … were …
• …was significantly higher than …
• … resulted in …
• T-tests revealed significant
differences in ….
• Mean characteristics for the group
were …
 Discussion
Structure
• Discuss the results
• Relate the results to the aim of
the study
• Relates to previous research
• Explain any ________ findings
• Identify any limitations of the
study
Note
This section will contain
citations if you are
commenting on whether
the results are similar to or
different from earlier
research.
Typical language examples
• Our results demonstrate
• The results of this study indicate that …
• These results show that …
• The present findings are consistent
with earlier research using …
• It appears that …
• The effects demonstrated in this study
appear to be consistent with data from
previous studies on ….
• This implies a …
• This may be explained by …
• Although the trial …
• Our finding suggests that …
 Conclusion
Structure
• The overall message (finding) to
take away from this study
• The implication (theoretical) or
practical application (relevance
and usefulness)
• Possible direction for future
research now there is this
finding
Note
For the mid semester exam
you are asked to write a
concluding paragraph.
Typical language examples
• The results of this study demonstrate
that … However, …
• Athletes … are best advised to …
• (for athletes) Despite no performance
differences, … may provide …
• While many of the …, appears to …
Consequently, …
• This implies …
• These results can assist in the
development of …
• Further research on the subject is …
• These results emphasise the importance
of …
• More research is needed on the …
• Future research could focus on …
 How do I use an appendix?

The Appendix contains supporting documentation (like tables,

figures and diagrams), that are too detailed for the Results
section of the abstract.
• The Appendices must be referred to in the body of the abstract
(see Appendix A).
• The Appendix is part of the Supplementary material.
• Also include citations for information in the appendices.

Any figures or tables in the Results section of the Abstract

should be in summary form only.
The report should still make sense to the reader without
referral to the Appendix.
 Academic Writing 2
• Good research is useless without good writing

• Writing is a skill that you can improve

– Needs to be practiced

– There are resources to help

 Academic Writing: Sentences
Each sentence should be making a point
Sentence Length
• _______ and _______ are both important for readability,
clarity and their effect on meaning for the reader.
• The target for plain English documents is average of 20 words.
• A useful guide for academic writing is over 3 lines is too long.
• Read aloud to check the logic and readability of the sentences.

Problems with sentences

• Sentences fragments, run on sentences, incorrect tenses,
incorrect subject/verb agreement
 Academic Writing: Paragraphs
• Paragraphs
• One main topic to a paragraph
• topic is _____________

• Key aspects of each paragraph:

• Unity
• Coherence
• Development

• Between paragraphs:
• Flow of paragraph to paragraph is logical
• Goldilocks Story
• First and last paragraph of each sentence should relate
to surrounding sentence
 Coherence in writing
Coherence
– For the reader: a logical flow or connection between the
ideas

• Lack of coherence in writing

– Abrupt topic shifts
– Too many __________ _______
– Topics not in the right order with the right connections
– The sequence of topics does not build meaning through
the writing
– Information not connected to the assignment question
 Coherence – Topic Sequence
Parallel Progression (useful strategy for summarizing)
(Example)
(1) Chocolates are a national craving. (2) Records show that they
are sold in huge quantities – 5kg per capita per year. (3) Designer
chocolates often sell for nearly $30/kg. (4) It is obvious that this
confectionery is Australia’s number one choice.
1. Chocolates
2. They
3. Designer chocolates
4. This confectionery
Features
• The sentence topics are semantically identical.
• The repetition of topic is meant to reinforce the idea for the
reader.
This style can become limited and boring if used too __________.
 Coherence – Topic Sequence
Sequential Progression (widely used in narrative)
(Example)

(1) I saw a man in the street. (2) He was wearing a large badge. (3)
The badge was brightly coloured and gaudy.

1. I
2. He
3. The badge
Features
• The sentence topics are always different, as the comment of the
previous sentence becomes the topic of the next sentence.
• This helps to develop individual topics by adding details to an idea.
When overused, it introduces too many different topics. At the beginning it is
unknown where the story will _______.
 Coherence – Topic Sequence
Extended Parallel Progression (often seen in academic writing)
(Example)
(1) Body language varies from culture to culture. (2) To say
yes, Americans nod their heads up and down. (3) Japanese
and Italians use the same nod to say no. (4) In business
situations, body language is an important skill for
international managers.
1. Body language
2. Americans
3. Japanese and Italians
4. body language
Features
• The writer returns to a topic identified earlier in the paragraph.
• A combination of parallel and sequential progression.

(adapted from:
Conner, U., & Farmer, M. (1990) The teaching of topical structure analysis as a revision
strategy for ESL writers. In U. Connor & A. Johns (Eds.). Coherence: Research and
pedagogical perspectives. Washington, DC: TESOL.)
 The Writer’s Voice
Research abstracts are generally not written in a personal subjective or
narrative writing style. The focus is on the research not the researcher.
Example:
× I asked 10 aerobically trained athletes to participate in the study.
Ten aerobically trained athletes participated in the study.

However, some scholars will use a personal style occasionally.

Example: Our findings suggest …

As a student, the preferred style would be:

The findings suggest …
_____________________________ / demonstrate / indicate …
 What tense to use? – past or present?
When making a general comment, or relating a theoretical perspective
to current experience, present tense is used.
Pseudoephedrine is a mild stimulant …
There is some evidence to suggest that …

Usually, for reporting the results of past events, past tense is used.
Heart rate was recorded …
Performance was improved in …

Writing may also combine both (This example from a Conclusion)

Although pseudoephedrine was not shown to significantly improve
performance overall, there appears to be some performance enhancing
effect with …
 Writing Style
An abstract is a presentation of research.
• The style is not persuasive, _________, dramatic or opinionated.
• Questions and exclamations are not part of the style of explaining.
– If needed, use “if” or “whether” rather than question form.
• Write in complete sentences; less than 20 words long is the plain
English guidelines.
• Discussion and evaluations are based on the results of the evidence
from the study.
• Language is formal, concise and shows you are part of a
_______________________ in your discipline.
 Be Conservative in Language Choices
• Use concise terms rather than vague expressions
× A number of athletes or some of the vertical jumps
Ten athletes were … or … five vertical jumps

• Avoid waffle or fillers

× It is important to point out the fact that
Importantly, …

• Avoid slang and colloquial language

× really, nice, kids, uni, get / got
 Be Conservative in Evaluations
In making comments determine how certain you are in the “truth” of
your statements that are based on one small research project.
• It is rarely possible to use phrases like: “This proves”…
Even “causes” can be difficult to justify unless the evidence is substantial.
• Evaluations need to be conservative. Use tentative language if in doubt.
Certainty Probability Possibility Improbability Impossibility
certain probably possibly improbable impossible
For sure likely perhaps unlikely can not
undoubtedly should can/could probably not not possible
must is expected to may/might should not definitely not

More evidence is needed for comments at either end of the continuum.

Do not write: in my opinion
 Be Conservative in Evaluations
Useful verbs for drawing conclusions
appear to be, indicate, suggest, provide further support that …

Useful adjectives for showing the importance you give to an idea

or conclusion
Essential, critical, fundamental, important, major, central, another,
minor

Tip:
Avoid _________________in your writing. It is rarely possible to
provide evidence to support the use of words like: all, all people,
everyone, never, everybody, it is obvious …
 Editing and proofreading
• Final tips
– Read and take notes on academic writing that interests you
– Write drafts on the computer.
– Edit / spellcheck each time you come back to the draft.
– Search for words and phrases that create a conversational or emotional
tone to your work: I think, didn’t, it’s, don’t, haven’t, most critical, I believe
– Check words that are easily confused: their/there; its/it’s; affect/effect;
principal/principle; role/roll; for/from; to/two/too; whether/weather
– Read aloud, read from a print out, and/or read to _____________.
– Read sections out of order.
– Look at errors on a previous task; check the writing for the same errors.
– Keep a copy of the assessment task and the marking criteria next to you as
you write, so you will keep focused on the task.

26
 More information
ACU Academic Skills website http://students.acu.edu.au/academicskills

Print Resources
• ACU Study Guide: Skills For Success (See chapter 10 for APA Referencing)

Contact with Academic Skills

• Attend academic skills workshops: http://students.acu.edu.au/271667

• Make an Appointment: individual or group

Online Booking http://students.acu.edu.au/372066

• Use drop in times

Building GA and on various days in the Library
 EXSC 189

Referencing
• Important for:
– Authors to acknowledge ideas/ words of others
– Readers to look up relevant research
– Readers to check of statements which are referenced
• Keys to good referencing?
– Consistency (stick to a ______ _____)
– Ability to easily look up text citations in references
– Ability to easily find referenced material
• Different Styles…
 EXSC 189
Referencing Styles

Different Methods:
APA

http://www.monash.edu.au/lls/llonline/quickrefs/19-styles.xml
 EXSC 189

Referencing Styles
APA Referencing (American Psychological Association)
One of the most common in exercise science

In Text Citation:
• Author/s and year of publication in text or
parenthesis
– “Multi-modal exercise has a positive effect on falls
prevention (Baker, Atlantis & Singh, 2007).”
or
– “Baker, Atlantis and Singh (2007) concluded that multi-
modal exercise has a positive effect on falls prevention”
 EXSC 189

Referencing Styles
APA Referencing (American Psychological Association)

Need to include in reference list:

• Author/s,
• Year of _________ (in parenthesis),
• Title of article, journal and/or chapter
• Volume number/ issue number
• Page numbers
 EXSC 189

Referencing Styles
APA Referencing
Books (print and online)
• Author, A. A. (year). Title of work. Location: Publisher.
Journal and Newspaper Articles
• Author, A. A., Author, B. B., & Author, C. C. (year). Article title.
Journal Title, volume number(issue number), page numbers.
Web Documents or Sites
• Author, A. A. (year). Title of work. Retrieved month day, year,
from source.
If no author provided
• Title of work. (year). Retrieved month day, year, from source.
 EXSC 189

Referencing Styles
Harvard Referencing
Common in Natural Sciences, Social Sciences and
Business
Format
• Author/s and year of publication in text or
parenthesis
• Full details or resource in alphabetical reference list
• Differences in formatting or references to ____
 EXSC 189

Referencing Styles
Harvard Referencing
Journal Article
In text citation:
Good communication is an essential skill in the
workplace (Clay 2003).

Reference Example:
Clay, G 2003, ‘Skills Important to the workplace',
Business Management, vol.17, no. 20, pp. 47–52.
 EXSC 189

Referencing Styles
Vancouver Referencing
Common in Medicine and Humanities
Also, useful for short pieces such as _________
In Text Citation:
• Numbers in text. Author/s can be referred to in some
sentence structures.
Reference List:
• Full details or resource in reference list that is
ordered by when the source is referenced
 EXSC 189

Referencing Styles
Vancouver Referencing
In Text Citation:
An unhealthy diet, obesity and physical inactivity play a role in
the onset of Type 2 diabetes,1but it has been shown that
increased physical activity substantially reduces the risk,² and
participation in regular physical activity is one of the major
recommendation of the evidence based guidelines for the
primary prevention of diseases.1
 EXSC 189

Referencing Styles
Vancouver Referencing
Reference List
• 1. Kahn S, Hull R, Utzschneider K. Mechanisms linking obesity
to insulin resistance and type 2 diabetes. Nature. 2006;
444(7121): 840-846.
• 2. Gill M, Cooper R. Physical activity and prevention of type 2
diabetes mellitus. Sports Medicine. 2008; 38(10): 807-824.

https://workspace.imperial.ac.uk/library/Public/Vancouver_referencing.pdf
 EXSC 189

Referencing
What style should I use?
• Different journals will require different styles
– If you haven’t used before - look it up online
• For reports/ assignments in undergrad and
beyond:
– Sometimes outlined/ sometimes not
– If not is most important to choose one and be
consistent
 More Rescources
• The Academic Referencing pages and the ACU Study
Guide: Skills for Success have examples of the APA
style.

• Plagiarism, Collusion and Recycling are serious

offences that apply equally to your reflective writing
as to all your assessment tasks.

• The Handbook 2014 and your Unit Outline will give

information about ACU procedures and policies for
assessment tasks.