PE 116

Research Methods
in Physical Education
2ND Semester, 2020-2021

Ricardo Danilo E. Corteza, MSPE, Ed.D.

Course Professor
THE RESEARCH SPECTRUM
“In these days of research and scientific study, we are being
called upon to prove that Physical Education deserves its place in
the curriculum. It is not enough for us to claim a number of
“educational outcomes”. We must prove that health and exercise
instruction makes a definite contribution to organic vigor and
establishes health habits that will endure”.
– F. W. Maroney
(January, 1930)
 Overview of the
Research Process
 Science is a way of knowing things through an
objective, accurate, systematic analysis or inquiry
of a determinate body of empirical data in order to
discover recurring relationships among phenomena
(Manheim, 1977).
 And there are steps to be followed to what we often
called the scientific method. This method tries to
answer the following four basic questions which
constitute the parts of a typical research paper.
1. What was the problem?
Your answer is the Introduction.
2. How you study the problem?

Your answer is the Materials and Methods.

3. What did you find out?

Your answer is the Results.

4. What do these findings mean?

Your answer is the Discussion.  

 What Research Is
Research is:
“…the systematic process of collecting and
analyzing information (data) in order to
increase our understanding of the phenomenon
about which we are concerned or interested.”

 In simply terms, Research is a systematic and

organized way to find answers to questions.
 Five Characteristics of
Research
 Systematic = Problem solving is accomplished through identification and labeling
of variables and is followed by the design of research that tests the relationships
among these variables. Once data are collected and related to the variables,
evaluation of the problem and hypothesis are being made.

 Logical = Examination of the procedures used in the research process allows

researchers to evaluate the conclusions that are drawn.

  Empirical = The researcher collects data on which to base decisions.

  Reductive = Research takes many individual events (data) and uses them to
establish more general relationships.

  Replicable = The research process is recorded, enabling others to test the findings
by repeating the research or to build future research on previous results.
 Types of Research
 Basic Research = Type of research that may have limited direct
application but in which the researcher has careful control of
the conditions. (deals with theoretical problems)  
 Applied Research = Type of research that has direct value to
practitioners but in which the researcher has limited control
over the research setting. (deals with the real-world settings)
 Action Research = it is simpler than basic and applied
research. The focus is on immediate solution of the problem
without necessarily using scientific principles in order to find
solutions to a problem. (deals with common problems)
 Aims of Research
 Describe
 Predict
 Explain
 Interpret
 Research “Over-all”
Characteristics
1. Originates with a question or problem.
2. Requires clear articulation of a goal.
3. Follows a specific plan or procedure.
4. Often divides main problem into sub-problems.
5. Guided by specific problem, question, or
hypothesis.
6. Accepts certain critical assumptions.
7. Requires collection and interpretation of data.
8. Cyclical (helical) in nature.
 Some Characteristics of a Good
Research Problems
1. It must be relevant to the needs of the time.
2. It must be within the researcher’s interest and
capabilities.
3. It must be clear, specific and attainable within a
given period of time.
4. Information should be available.
5. It should not be harmful to people and society.
6. It must be new.
7. It should provide information for planning,
development and legislation.
8. If you are writing research titles, avoid
redundancies like, “A review of ….,” “An
Evaluation of ….” “An Assessment of …..”
“An Analysis….” etc., because even without
those terms, the researcher will review,
evaluate, assess and analyze the problem
anyway.
 Sources of Problems
1. Where there is dissatisfaction in services and
information.
2. Problems may be encountered in classrooms or at
work.
3. Breakthroughs in science and technology may be
present unexpected problems.
4. Research thrusts and priorities of certain
organizations.
5. Misconceptions on culture and practices.
 Where to Begin?
1. Statement of the Problem
2. Rationale of the Study/Situational Analysis
3. Theoretical and Conceptual Framework
4. Hypothesis
5. Assumptions (optional)
 How to Read Research
 Become familiar with a few publications that
contain pertinent research in your field.
 Read only studies that are of interest to you.
 Read it as a practitioner would.
 Read the abstract first.
 Do not be too concerned about statistical
significance.
 Be critical but objective.
 The Unscientific and Scientific
Methods of Problem Solving
 The Unscientific Methods:
  Tenacity = people cling to certain beliefs regardless of the
lack of supporting evidence.
 Intuition = sometimes considered to be common sense or
self-evident.
 Authority = reference to some authority has long been used
as a source of knowledge but not so long now due to
numerous disputes.
 The Rationalistic Method = knowledge is derive through
reasoning.
 The Empirical Method = describes data or a study that is
based on objective observations.
 The Scientific Methods:
  Problem (Defining and
 Step 1 – Developing the
Delimiting it)
 Step 2 – Formulating the Hypothesis (the
expected result)
 Step 3 – Gathering the Data (proper methods of
acquiring the necessary data)
 Step 4 – Analyzing and Interpreting Results
(provide evidence for support or rejection of the
research hypothesis)
 Types of Research
 Analytical Research = involves in-depth study
and evaluation of available information in an
attempt to explain complex phenomena.
  Historical Research = deals with events that have
already occurred.
 Philosophical research = establishes hypotheses,
examines and analyzes existing facts, and
synthesizes the evidence into a workable
theoretical model.
 Types of Research
 Reviews = critical evaluation of recent
research on a particular topic.
 Meta-Analysis = Findings between
studies are compared by changing
results within studies to a common
metric called effect size.  
 Types of Research
 Descriptive (Quantitative) Research = studies
concerned more on status. Forms of
descriptive research are the following:
  Questionnaire = secure information through data
gatherings.
  Interview = clarify responses and secure more
valid results. 
 Types of Research
 Normative survey = gather data from large
sample group and present results on comparative
standards or norms.
  Case study = provide detailed information about
an individual, institution, community, etc.
  Job analysis = describe in detail various duties,
procedures, responsibilities, preparations,
advantages and disadvantages of a particular job. 
 Types of Research
 Documentary or Content analysis = used in literature
reviews, historical studies and other areas.
 Developmental studies = concern with the interaction
of learning or performance with maturation.
 Correlational studies = examine relationship between
certain performance variables such as heart rate,
anxiety and pain tolerance, etc.
 Experimental research = manipulate treatments to
cause things to happen (cause-and-effect situation). 
 Types of Research
 Qualitative Research = it is the so-called new
kid on the block. A research method that
involves intensive, long-time observation in a
natural setting; precise and detailed recording of
what happens in the setting; interpretation and
analysis of the data using description, narratives,
quotes, and charts and tables. Can also be called
ethnographic, grounded, subjective, interpretive,
naturalistic and participant observational.
 Criteria in Selecting a Research
Problem/Topic
 Workability = Is there reason to believe you can
come up with an “answer to the problem”? Is
the required methodology manageable and
understandable?
  Critical mass = Is the problem of sufficient
magnitude and scope to fulfill the requirement
that has motivated the study in the first place?
Are there enough variables? Enough potential
results? Enough to write about? 
 Interest = Are you interested in the problem
area, specific problem, and potential solution?
Does it relate to your background? To your
career interest? Does it “turn you on”? Will
you learn useful skills from pursuing it?
  Theoretical value = Will others recognize its
importance? Will it contributed to
advancement in your field? Is it publishable? 
 Practical value = Will the solution to the
problem improve educational practice? Are
practitioners likely to be interested in the
results? Will education be changed by the
outcome? Will your own educational practices
be likely to change as a result? 
Major Parts of a Research Paper
1. Introduction = problem is defined and delimited.
2. Review of Literature = citing previous studies for
evidence or justification.
3. Methodology = this part relates to the scientific method.
4. Results = present the pertinent findings from the data
analysis.
5. Discussion and Conclusions = employs inductive
reasoning in an effort to analyze or explain what the
results means. 
 Format of Research Proposal
 Main Title
 Table of Contents

 Chapter I – Introduction
 Background of the Study
 Statement of the Problems

 Significance of the Study

 Scope and Delimitation of the Study

 Format of Research Proposal
 Chapter II – Theoretical and Conceptual
Framework
 Related Literature

 Theoretical Framework

 Conceptual Framework

 Research Hypothesis

 Definition of Terms
 Format of Research Proposal
 Chapter III – Methodology
 Research Design
 Research Locale
 Population and Sampling
 Research Instrument
 Validity Procedures
 Reliability Procedures
 Data collection Procedures
 Data analysis Procedure
 Statistical Treatments
 Format of Research Proposal
 Bibliography
 Appendices
 Letter to the Head of Office
 Letter to the Respondents
 Letter to the Adviser
 Questionnaire-Checklist
 List of Tables
 List of Figures
 Hypothesis
 Two Types of hypothesis:
1. Null hypothesis = predicts no difference between
comparison groups or association among tested
variables. Ex. “There is no association between
---.”
2. Alternative hypothesis = predicts either a simple
difference or a difference in a particular direction.
Ex. “There is a significant differences /positive/
association between ---.”
 Key Variables
 Three Categories:
1. Independent Variable (IV) = also called predictor variable, is
independent of the outcome itself. It is presumed to cause,
affect or influence the outcome.
2. Dependent Variable (DV) = also called outcome variable, is
dependent on predictor variables. The outcome presumably
depends on how the independent variable is managed or
manipulated.
3. Intervening Variable (INV) = also called control or moderator
variable, is a variable which must be controlled so that its
effects are neutralized, canceled out, or equated for all
conditions.
 Research Design
 How the independent variable is manipulated and
introduced (intervention).
 How the group differences or outcomes are measured
(dependent variables).
 How many groups of subjects will be tested (population).
 How subjects are selected and assigned to groups
(sampling/clustering).
 What is the temporal (time) sequence of interventions and
measurements (procedures).
 Data
 Four Types:
1. Nominal Data = means “name bearing”. It places
things into named categories. Ex. Male and Female
(in any order).
2. Ordinal Data = It places things in order. Ex. First,
Second, third, etc.
3. Interval Data = It uses equal-sized units of
measurement. Ex. Points, minutes, etc.
4. Ratio Data = It employs equal intervals but begins at
a true zero point. Ex. Weight of “0” is a ratio value.
 Subjects
 Population
 Respondents

 Sample Group
 Instruments
 Questionnaires (mailed, phone calls or in-person)
 Interviews (unstructured or structured)
 Observations of subjects
 Diaries kept by subjects
 Reviews of records or documents
 Verbal self-reports
 Physical measurements (height, weight, blood
pressure, etc.)
 Seven Areas of Scientific
Dishonesty
1. Plagiarism = means using the ideas, writings, and
drawings of others as your own.
2. Fabrication and Falsification = making up or
altering research data.
3. Non-publication of Data = the basic idea here is
that some data are not included because they do not
support the desired outcome. A thin line between a”
bad” data and a “cooking” data.
4. Faulty Data-Gathering procedures = continuing with
data collection on subjects who are not meeting the
requirements of the research.
5. Poor Data Storage and retention = All data must
be stored on its original form and not altered.
6. Misleading Authorship = order of authorship should
be based on the researchers’ contributions to the
project.
7. Sneaky Publication Practices = involving graduate
students in the major professors’ research agenda.
 Ethical Issues Regarding
Copyright
 Research students should be aware of copyright
regulations and the concept of “fair use” as it applies to
educational materials.
 The four basic concept of “fair use”:
  Purpose = is the use to be commercial or
educational?
 Nature = Is copying expected or not?
 Amount = How much is to be copied?
 Effect = How does copying affect the market
for the document?
 Model for Considering Scientific
Misconduct:
1. Scientific misconduct - Sanctions
2. Scientific mistakes - Remedial
activities 
Good luck to your research journey!
Thank you.