Category: Observation

Humans have bias; researchers ultimately are interested in the success of their research study and patients would mostly prefer a trial drug to a placebo. Therefore, randomized controlled trials are preferable as they do better to limit to effects of this bias.

The Oxford definition of causal is “connected with the relationship between two things, where one causes the other to happen” (Oxfordlearnersdictionaries.com, 2020). The concept of cause and effect can be seen in Medicine from the ancient Humourism which continued to influence western medicine into the 18th century (Plato.stanford.edu, 2020). This relationship underpins a desire to link two events together in modern medicine and can be detected using Mill’s method of difference (Encyclopedia Britannica, 2020). However, it is important to realise that correlation between two events, X and Y, does not automatically denote X causes Y. Instead, Y may cause X, or a different event C may cause both X and Y, or there may be no causal relationship at all. Therefore, in order to establish causation, a clinical trial must be carried out. This allows an opportunity to establish knowledge of general knowledge.

A randomized controlled trial is a study in which people are allocated at random to receive one of several clinical interventions, one of the interventions is the control which may be a standard practice, placebo, or no intervention at all (MedicineNet, 2020).

This method still has inherit biases. Despite groups being randomly allocated there can still be a disparity between the groups receiving the different interventions. However, this can be minimised by increasing the sample size. Furthermore, the physician mediated placebo effect can be solved by physician blinding. Without this, physicians are likely to be more interesting in the group they know to be receiving the experimental intervention compared to the placebo group. As a result, more time and care might be taken in this group compared to the placebo and they may be intent on establishing some form of causal relationship where there might be none. Finally, if the patients are aware of which intervention they are receiving, they may downplay their symptoms/conditions while on the experimental treatment while up-playing them if receiving the placebo. In addition, it is plausible that a conflicting doctor-patient relationship may develop if the patient knows they are not receiving the experimental drug/ treatment, but others are. As a result, they may not be as compliant with the study which can cause less data to be collected which could potentially undermine the entire project. This can be overcome by a double-blind trial, where both the patients and physicians are unaware of who is receiving the intervention versus the placebo. This is the best version of a randomized controlled triangle, as while more expensive and time consuming it will offer the least amount of bias and maintain a good doctor patient relationship and engagement by all in the study (TJ, 2020).

Randomized control trials are versatile, and can be used in a variety of studies, such as a study published on 27/01/2020 in the Nature Journal where the effects of Ai Chi compared to conventional water aerobics was studied for improving balance in stroke patients (Ku et al., 2020).

In comparison, an observational study is when researchers observe the effect of a risk factor, diagnostic test, treatment or other intervention without trying to change who is or isn’t exposed to it. These comprise largely up of two types, cohort and case studies (Iwh.on.ca, 2020). Case-control studies are respective, and they look at 2 groups, one with the disease and the other without, and look back to see whether there is a statistically significant difference in the rate of exposure to a defined risk factor between the groups. Cohort studies can be retrospective but are more commonly prospective. They follow a group of people for a defined period to assess the proportion that develop the disease/ outcome of interest (Students 4 Best Evidence, 2020). Observational studies are likely to have more bias in them randomised controlled trials, as researchers are aware of which groups/ people are exposed to the potential risk and therefore, there is likely to be an effort to force a correlation to suggest causality. However, they are still useful and used today, for example, published in the BMJ heart journal on 18/04/16 was an analysis of previous longitudinal observational studies was carried out to explore if loneliness and isolation were risk factors for stroke and coronary heart disease. (Valtorta et al., 2016)

Observation studies do have advantages over randomised controlled trails. Firstly, they are cheaper to conduct, faster (as they require less planning), and can have comparable to randomised controlled trials when well planned. It is also important to mention that observational studies often mimic real life/real clinical practise as they are less ridged when it comes to inclusion of patients than randomized controlled trials. Interestingly, observational studies can be carried out alongside randomized controlled trials to confirm their findings (Mariani and Pêgo-Fernandes, 2020). However, in some circumstances due to ethics and practicality they are the best option to conduct research; for example, the effect of smoking on health. It would be unethical to force a group to smoke, especially if they do not already smoke, to study the health effects particularly as we know that it is harmful. Overall, observational studies are still important in research, and despite their biases are sometimes ethically necessary.

In conclusion, studies can be used to establish whether there is a causal relationship, with each type of study having different positives and negatives, and are appropriate to different types of studies, although they can be used in tandem.

I observed that the toddlers were behaving admirably. I didn’t notice any negative conduct. The toddlers were associated with the staff and other toddlers who were from different gender, color, or culture. The toddlers’ conduct was positive toward the staff and different children from various cultures or sex. The staff treats all the toddlers the equivalent. I saw that the center gives the correspondence between the toddlers. The program advances social and enthusiastic skills through direction and order. The staffs show a positive temperament by grinning. The staff’s facial cause me to comprehend that they care about the children. They cause them to feel that they are their second parent by talking and grinning with them. For example, the staff was engaging with the toddlers in the group and smiling. I believe the importance of social and emotional competence for toddlers is the capacity to collaborate with others, direct one’s own feelings and conduct, and impart successfully. Toddlers who are socially and sincerely skillful have healthy confidence, self-assurance, self-adequacy, self-control, individual organization, tolerance determination, relational abilities, compassion, and ethical quality. All of these support toddlers emotionally, psychologically, and cognitively. As a result, this classroom encourages toddlers to develop social and emotional skills, so the staff searches for occasions to advance fellowship abilities. They support friendly conduct, model agreeable conduct, and set up open doors for toddlers to rehearse kinship aptitudes.

Mathematics

The advantages of the square structure are profound and wide. Toddlers increment their math, science, and general thinking capacities when working with blocks. With the sand, toddlers can be changing two chambers so the distance between them is just equivalent to the length of a long square. They can assess the number of squares they need to complete a surface. I noticed materials, for example, sand which can offer numerous rich open doors for numerical reasoning a lot. I saw that the staff used math when she was playing catching ball with the toddler. For example, she said 1, and 2,3 numbers teaching the toddler how to throw or lift the ball up the ball and using math at the same time. She used questions! “Can you help me pick the ball?” Then, she said let’s find the ball you like? This was great because once the staff observed that the toddler was bored, she made a good transition. In addition, I observed that the indoors had outstanding markings on animals to the example in the developing seasons, there are various ways toddlers follow, so the animal address science. Typical models can be confounding, anticipating that kids should think reasonably and unravel their natural components in a startling manner. When a child sees a periodic period of leaf advancement on a tree, there are various possible results to interface their observations to math, science, and proficiency. For instance, the child was playing with a pen to stick it in the leaf of a tree. Toddlers can be exposed to math when they put the toys away by counting or counting how many toys they want to play with, and cooking activities using measurement by how much they will cook to make a recipe using sand. It is important to make the toddlers exposed to math materials even if that is primary math teaching.

Summary

What was your overall impression of this program? Did it meet the physical and psychological needs of children and families? Is it a place you would want to work? Is this a place you would leave a child? Give some examples of why you reached your conclusions.

My overall impression of this program was great because based on my observation; I believe that toddlers will learn about math while they are finding out about science. And afterward, science will apply to literacy. What’s more, literacy will apply to art. This should influence the way the toddlers learn at the center. This is significant, and it is been given an incentive in the classroom. I also observed that the staff of the center supports the diversity and anti-bias curriculum. For example, outdoors, there were black and white dolls, and the staff treated cultural toddlers the same. The program meets the physical and psychological needs of children. When we talk about physical, we meant that the toddlers in this program will be active. Walking and running are basic movements, but they are beneficial for toddlers’ health specifically their hearts. Play time includes walking and running which will make the toddlers happy, so this helps them psychologically. I didn’t observe anything that related to the family. Honestly, I would not want to work in this place due to covid-19. If I have to work in this program, I would make the toddlers wear masks. I work with nurses at ELM Day Care Center, we all wear masks, and we have a six feet distance. Even though we all tested negative. This kind of disease is becoming risky for all ages. For example, my cousin is been tested positive for covid-19, and her baby is positive too. I will not keep my child in the program because I can’t tolerate seeing my or any child sick and crying. If the center makes all the children wear masks, then I would leave my child there. This center is effective that will make toddlers develop social skills, emotional skills, and cognitive skills. Also, it is good to help toddlers psychologically and physically. I suggest that this center needs to improve its health and safety environment.

In this assignment, I will reflect on my eight-week observation of a child aged 2. I will reflect on how I used different social work observation methods in practice and if they were effectively used throughout my observation. I will discuss how this has helped me prepare for practice in my second year and how I will use what I have learned.

The use of self is the aspect of an individual’s personality and their identity. This includes someone’s beliefs, values, and experiences that make them who they are. (G. Ruch, D. Turney and A. Ward 2018, relationship-based practice and social work page 61.) We need to explore ourselves to gain a better understanding of ourselves. As social workers, by having a better understanding of our values, beliefs, and personalities we will be able to be more understanding to others as well. This is also important for social workers as it allows them to uphold social work values and ethics throughout their work. By having an understanding of myself and my skills and knowledge I was able to reflect on it during practice and constantly learn new things about myself.

When going into my observation I was worried as I was unsure what the mum would think or feel having someone, she didn’t know observe her child. I was concerned she might change her mind as she has the right to. My goal for the first week was to explain what I was doing and what it was for. I asked her to sign a consent form so that I had her permission to observe the child as he was too young to understand. The 4th PCF states that social workers should promote and maintain human rights (BSWA 2018) therefore by explaining what I was doing and signing the consent form I was respecting the mum and child’s human rights to participate and make that choice.

I used my experience of child observation in a nursery to help prepare for my observation as I knew the development stages. M. Fawcett and D. Watson (2016) page 14 state “Observation is more than just passively seeing what is around us. It is about taking children seriously, they have to say, respecting their interpretations, their imagination, and ideas, their unexpected theories explorations of feelings and viewpoints.” I went in open-minded and took in everything the child did and said it could be key to their development.

I was worried about recalling information as I haven’t got a good memory. K. Wilson (2008) Page 39 “The observations are recorded from memory afterward, experience so far suggesting that the work involved in recalling and trying to put into words feelings and communications is an important part of developing the skill of observation.” At the start recalling information was a weakness, however over the weeks by constantly watching the child I was able to improve my skills as I remembered key things the child did to help trigger my memory when it came to the write-up. This has helped me prepare for social work as when I have meetings with service users, I will focus on what they are saying and doing instead of looking down and making notes.

I went prepared for my first week of observation. I asked the mum to sign a consent form to allow me to observe the child. (see appendix 2.) H. Hingley-Jones, C. Parkinson and L. Allain (2017). Observation in Health and Social Care page 87 states Consent forms are signed with families to ensure that observations are conducted and recorded ethically with issues of confidentiality being respected in the process.” Asking for consent is a responsibility I had and was the first thing I did. I explained to the mum why I was doing the observation, so she was fully aware. The 4th PCF that social workers should follow is the Rights, Justice, and Economic well-being of the service user. I will be following this as I will be respecting their human rights to give consent in what they are participating in. I will also keep them updated with any information that they should be aware of or that involved them.

The first professional standard on BASW that social workers should follow in practice is Professionalism. BASW (2018) states “Social workers are members of an internationally recognized profession. Our title is protected by UK law. We demonstrate professional commitment by taking responsibility for our conduct, practice, self-care, and development.” When going to my observation I wore appropriate clothing. I ensured that I was on time and came with everything I needed. This was to show that I am organized. I came at the set time every week so it would interfere with their day, this helped me form a good relationship with Mum as I was on time. However, I also considered professional boundaries and ensured that I didn’t cross any unethical lines. This will help me in practice I will ensure that I am professional when going to meetings, observations, or seeing families. This is so I can build strong relationships with other professionals for partnership working and with families so they can accept my support and trust me.

There are three types of observation.

• Passively looking is when an individual is observing the evening and not taking part in it.
• Gaze-looking is when you are observing the child and studying what is going on.
• Actively looking is when you are watching the child but also interacting with them.

The first week as I was still unsure and nervous about my observation, I was passively watching the child and not looking into too much detail. However, by the second week, my confidence improved, and I was studying more about what was going on. this has prepared me for practice because by Observing infants, I will watch their development over time and support them if they have any delays such as speech and language. This is when as a social worker I will intervene with a plan to support them.

Tavistock’s methods discussed how the observer should not interact with the child. P. Le. Riche and K. Tanner’s observation and its application to social work: rather than breathing (1998) page 11 states “The observer is not an active participant and, at the same time, the impossibility of being a fly on the wall is recognized. Although refraining from active participation, the observer is required to be mentally and emotionally engaged with the events and processes taking place in the observation.” By not interacting I was able to focus more on the child’s development and behaviors as I wasn’t being distracted by playing with him allowing me to look at things more closely. I was also able to see how the interacted with his primary carer (mum) and how she was with him.

On the other hand, S. Briggs (2008) page 50 states “Observation as it was developed by Bick in 1964 is an intensive experience involving regular hourly visits to the infant in higher home setting each week for a period of one or two years (Bick, 1987).” At the start, I tried to follow the model as much as I could and not interact with the child. Due to the observation being done over weeks the child became more comfortable and kept trying to interact with me by giving me toys. Therefore, following the Tavistock method was hard as I couldn’t reject him and ignore him completely. To overcome this, I tried to interact as little as possible, when he brought a toy to me, I would smile and give it back. He slowly stopped bringing me toys and just played near me.

Weekly I used technology to communicate with the mother to confirm if it was still okay for me to come and do my observation. Technology was an easier way of communicating and fast. J. Bottomley, P. Cartney, and S. Pryjmachuk (2018) page 100 states “The most well-known synchronous service is instant messaging – you may be familiar with examples such as WhatsApp……This software is especially useful for communicating over long distances, and it now often includes audio and video functions.” This shows the benefits of technology within communication and how things such as WhatsApp can be beneficial for us. I will use the software in my practice such as Word to write up my reports and notes from meetings. I will use things such as WhatsApp, skype, email, and other forms of social media to communicate with service users, professionals, and other services that will help me support my service user.

I had to ensure that I was non-judgmental and open-minded when going in. The child I was observing was of a different religion from me and different culture. BASW (2018) PCF states “Diversity is multi-dimensional and includes race, disability, class, economic status, age, sexuality, gender (including transgender), faith and belief, and the intersection of these and other characteristics. We understand that because of difference, and perception of difference, a person’s life experience may include oppression, marginalization, and alienation as well as privilege, power, and acclaim.” In my observation, I didn’t discriminate and understood her values, and respected her home. For example, I took my shoes off in the shoes to show respect. This has prepared me for practice as I will be open-minded to learning new things. I will continue to promote anti-discriminatory practices throughout my career.

To conclude to keep improving my observational skills I will try to improve my recalling skills. One way I may do this is by doing memory challenges such as observing people in my household or friends. Overall, I believe my observation went well as I was able to complete the 8 weeks and identify key development stages and behaviors in the child. Finally, I have gained more knowledge of culture and the importance of respecting service users’ cultures to create relationships.

References

1. BSWA (2018) Readiness for Direct Practice. Available at: https://www.basw.co.uk/professional-development/professional-capabilities-framework-pcf/the-pcf/readiness/rights-justice-and-economic-wellbeing (Accessed: 20/01/2020)
2. Gillian Ruch; Danielle Turney; Adrian Ward (2018) Chapter 3 use of self: in Gillian Ruch; Danielle Turney; Adrian Ward (ed.) relationship-based practice and social work: Jessica Kingsley. page. 61. (Accessed 21/02/2020)
3. Helen Hingley-Jones, Clare Parkinson and Lucille Allain (2017) Observation in Health and Social Care. Jessica Kingsley. Page 87. (Accessed 11/02/2020)
4. Jane Bottomley, Patricia Cartney, and Steven Pryjmachuk (2018) Studying for your Social Work Degree. 1st edition. England: Critical Publishing. Page 100. (Accessed 01/02/2020)
5. Kate Wilson (2008) ‘The place of child observation in social work training. Page 39. Available at: https://www-tandfonline-com.ezproxy.mdx.ac.uk/doi/abs/10.1080/02650539208413485 (Accessed: 06/02/2020).
6. Mary Fawcett and Debbie Watson (2016) Learning Through Child Observation, 3rd edition. Jessica Kingsley. Page 16-17. (Accessed 04/02/2020)
7. Mary Fawcett; Debbie Watson (2016) Learning through child observation, 3rd edition. London: Jessica Kingsley Publishers. Page 14 (Accessed 01/02/2020)
8. Pat Le Riche and Karen Tanner (1998) Chapter 1: introduction in Pat Le Riche; Karen Tanner. Observation and its application to social work: rather like breathing. London. J. Kingsley. page. 11. (Accessed 23/02/2020)
9. Social Worker England (2018) Professional Standards. https://www.socialworkengland.org.uk/media/1640/1227_socialworkengland_standards_prof_standards_final-aw.pdf (Accessed: 01/02/2020).
10. Stephan Briggs (2008)
11. Child observation and social work training. Page 50. Available at: https://www-tandfonline-com.ezproxy.mdx.ac.uk/doi/abs/10.1080/02650539208413486 (Accessed: 01/02/2020).
12. Susan Reid (2013) page 2. Development in child observation (Accessed: 06/02/2020)

Introduction

In the heart of the bustling metropolis, where towering skyscrapers touch the sky and a myriad of people traverse the streets like vibrant threads, I embark on a journey of observation. This city, a living, breathing tapestry of cultures, beliefs, and aspirations, beckons me to explore its intricacies. As I immerse myself in the urban symphony, I become acutely aware of the harmonious blend of human interactions and the pulsating rhythm of city life.

Every day, this concrete jungle weaves stories of resilience, hope, and diversity, each thread contributing to the ever-evolving narrative of urban existence. From the quaint coffee shops where conversations linger like the aroma of freshly brewed coffee to the vibrant markets where the colors of various cuisines intermingle, the city offers a cornucopia of experiences to be savored.

Stepping into the city’s heart, I find myself engulfed in a cacophony of sounds; the honking of cars, the laughter of children, the music that spills from street performers’ instruments—all interwoven into a symphony that speaks of unity amidst the diversity. The city pulses with life, as if a living, breathing organism fueled by the dreams and ambitions of its inhabitants.

As I roam the bustling streets, I witness the fusion of cultures, the blending of traditions, and the coexistence of people from all walks of life. The diversity is palpable, as if each individual contributes their own unique thread to the urban tapestry. From the seasoned business executive striding purposefully to the hopeful artist sketching scenes of the cityscape, each person adds a stroke of color to this vivid canvas.

In this observation essay, I invite you to join me in unraveling the enigmatic tapestry of urban life, to discover the beauty that lies in the mosaic of human existence. Together, we will explore the stories hidden in the city’s alleyways, its parks, and its vibrant neighborhoods, seeking to understand the essence of this dynamic urban symphony. As we peer through the kaleidoscope of experiences, we will find that within the diversity and chaos, there lies a harmonious coalescence—a testament to the resilience and creativity of humanity in an ever-changing world.

Body

I. The Melting Pot of Cultures

As I delve deeper into the urban labyrinth, I am awestruck by the rich tapestry of cultures that intermingle harmoniously within the city’s embrace. Neighborhoods, each with its distinct character, provide a glimpse into the lives of its inhabitants. In Chinatown, the aroma of savory delicacies wafts through the air, enticing passersby with the promise of authentic culinary delights. The streets are adorned with vibrant red lanterns and ornate decorations, a vivid display of Chinese heritage and tradition.

Moving on, I find myself in Little Italy, where the aroma of freshly baked bread and simmering pasta sauces fills the air. Here, the Italian spirit thrives, and generations of families maintain their culinary legacies, passing down age-old recipes and heartfelt traditions. I witness elderly men engaged in animated conversations at café corners, and children playing traditional games in the streets, preserving the essence of their heritage in the midst of an ever-changing world.

In the vibrant markets and bazaars, I encounter a kaleidoscope of colors, sounds, and languages. People from all corners of the globe engage in spirited bartering, sharing stories of their homeland, and celebrating the uniqueness of their origins. The cosmopolitan cityscape becomes a canvas on which various cultures leave their indelible mark, blending into a harmonious symphony of diversity.

II. A Symphony of Work and Play

The city pulses with the rhythm of work and play, with each aspect seamlessly intertwining with the other. As the sun rises, the city awakens to the sound of bustling footsteps and the hum of engines, as people make their way to offices, schools, and markets. The symphony of productivity echoes through the towering skyscrapers, a testament to the city’s industrious spirit.

During lunchtime, the cityscape transforms into an inviting banquet of culinary delights. Food trucks and street vendors line the sidewalks, offering an array of global cuisines. Workers and students alike gather to savor the diverse flavors, creating a communal experience that transcends cultural boundaries.

Evenings in the city become a spectacular display of lights and laughter. The streets come alive with the twinkling of neon signs and the bustle of nightlife. Restaurants and theaters welcome visitors seeking entertainment, while parks and squares become spaces for social gatherings and recreational activities. The city’s vibrant nightlife acts as a reminder that life here is not solely defined by work but also by the pursuit of joy and companionship.

III. The Urban Nature Symphony

Amidst the concrete jungle, pockets of nature provide a serene respite from the city’s hustle and bustle. Parks and gardens become a sanctuary for both residents and visitors, offering a moment of solace amidst the cacophony of urban life. The lush greenery and the fragrance of blooming flowers create an oasis of tranquility.

Observing people in these natural havens, I notice a transformation in their demeanor. Faces light up with smiles, children play freely, and individuals find a moment of peace to unwind. In these precious moments, the harmony of the city takes on a softer, gentler note, revealing a deeper connection between humanity and the natural world.

IV. The Symphony of Struggles and Triumphs

As I wander through the city’s less affluent neighborhoods, I am confronted with a different side of the urban symphony—one that echoes the struggles faced by its residents. Dilapidated buildings and narrow alleyways stand as silent witnesses to the challenges many endure on a daily basis. Yet, amidst these struggles, a resilient spirit thrives.

In these communities, I encounter individuals who have weathered storms and overcome adversity. Their faces tell stories of resilience, determination, and hope. The strength of their character is a testament to the human spirit’s capacity to endure, adapt, and emerge stronger.

V. The Subtle Symphony of Connection

As the day draws to a close, I sit on a bench in a bustling square, watching people pass by. In the midst of the city’s vibrancy, I notice moments of connection that transcend words. A simple smile exchanged between strangers, a helping hand offered to someone in need, or a shared laugh between friends—all these seemingly small gestures contribute to the symphony of human connection that plays out daily.

VI. The Architecture of Stories

The city’s architecture serves as a living testament to its history and evolution. As I walk through its streets, I am surrounded by a breathtaking juxtaposition of old and new, traditional and contemporary. Historic landmarks, with their timeless elegance, stand shoulder to shoulder with sleek modern structures, each telling a story of its own.

I find myself drawn to the old, majestic buildings, adorned with intricate carvings and ornate facades. They speak of an era long past, of lives lived and dreams realized. In contrast, the glass and steel skyscrapers soar high into the sky, symbols of progress and innovation. The city’s architecture mirrors the city’s spirit—unyielding, yet deeply rooted in its heritage.

Each building holds within it stories of the people who inhabited its walls. The quaint brownstone houses carry the warmth of family life, while the once-abandoned warehouses now converted into art studios echo the dreams of aspiring artists. The city’s architectural landscape becomes a literary tapestry, its structures chapters in an ever-evolving novel.

VII. The Commute Conundrum

In the heart of the city, a symphony of movement unfolds with the rush of commuters during peak hours. The city’s transportation system, a labyrinth of buses, trains, and subways, operates as the lifeblood of urban existence. Commuters, like synchronized dancers, weave their way through crowded platforms and navigate bustling streets, each with a destination and purpose of their own.

As I become part of this urban ballet, I witness the diverse cast of characters that make up the daily commute. A harried businessman checks his watch nervously, a student reads diligently, and an elderly couple shares tender glances—a diverse ensemble, each with their own story, yet united in their shared experience of the urban commute.

In these transient moments of connection, I realize the beauty of our shared humanity. Though fleeting, the interactions and shared experiences during the daily commute weave threads of empathy and understanding, uniting strangers for a brief moment in time.

VIII. The Urban Artists’ Canvas

Beyond the traditional galleries and museums, the city itself serves as an artist’s canvas. Street art adorns its walls, transforming mundane structures into captivating masterpieces. From large-scale murals that depict poignant social messages to intricate graffiti that expresses individual creativity, the city’s streets become an open-air art gallery.

These urban artists use their craft to convey stories, spark conversations, and challenge societal norms. Their art adds another layer to the city’s symphony, pushing the boundaries of expression and creating a platform for voices that might otherwise go unheard.

IX. The Pulse of Community

As I delve into the city’s vibrant communities, I am captivated by the pulse of life that resonates within. Local markets, community centers, and parks become meeting grounds where residents from various backgrounds come together. People swap stories, share laughter, and support one another, forming bonds that strengthen the fabric of the city’s collective spirit.

Conclusion

In this urban symphony of cultures, work, nature, struggles, and connections, I stand humbled by the intricate interplay of life. The city’s tapestry reveals the beauty of diversity and the resilience of its people. As I take my leave from this vibrant urban stage, I carry with me a heightened awareness of the human spirit’s ability to adapt and thrive amidst the urban landscape. Let us cherish the stories etched in the city’s architecture, the moments of connection amidst bustling commutes, and the harmonious coexistence of diverse communities. This urban symphony teaches us that within the chaos lies a symphony of life waiting to be celebrated.

Introduction

In this essay, the learning outcome will be how drugs and alcohol can influence sport-related violence which can lead to giving negative impact on people’s lives. The essay also discusses a little about football, racism, hooliganism, culture, and the process as well as a justification for the data sample. More importantly, as well as legal issues, relative strengths, and limitations. The main aim of the research is to discover ideas that influence individuals to cause harm and violence. A study will illustrate how can drugs negatively affect a person’s life. The research will analysis on about religions and other backgrounds. (Back, 1998) had research that in football grounds which is one of the largest public areas, Millwall expresses racism to other people which has been a widespread discussion during the past two decades within the media. The research also reviews how society thinks about football as well as if the fans are creating problems for society and breaking the by-law. The definitions of ontology, methodology, and epistemology support the positivist, interpretive, or critical fundamental approach. Moreover, to explain its importance, also analyze both benefits and disadvantages as well as an example of how which kind of method you can do your research. It also includes famous philosophical such as Lakatos, Durkheim and to finish off with a conclusion.

Literature Review

This study (Pitti, 2019) has emphasized how female fans must manage with more abandoned environment influenced by sexist views and sexist behavior related to culture. In my opinion, I agree with this author because whenever there is a football match there are more men than women and some men may think only men should support football, not women. (Pope, 2017) the sociological study has analyzed that “drunken, destructiveness, a rampage of uncontrolled masculine passion that is unleashed in response to sports victory or defeat”. This quote suggests that no matter what if the support fans team wins or loses they will still drink alcohol. However, men consume too much alcohol as well as women on the day of football events, and around “36% drank 5 or more drinks 4 or more for females” which leads to being intoxicated very heavily during the game which can lead to the change of behaviors (Glassman, 2010). I believe women should stay at home or sit in a safer place in the stadium when there are big football matches because they would be much safer. This is because when men get heavily intoxicated they get aggressive towards other fans who are supporting the other team. Besides, the football stadium could have a section of inside stadium seating for only women and a high fence which can be built around the section the women that will keep them much safer so that other fans can not throw anything such as a smoke bomb or flare.

Drugs in football had a major negative effect on football supporters. (Ayres, 2012) has research that cocaine and alcohol are used together which leads the fans to certainly be depraved. The author also says Violence is associated with drugs by football fans on match days, but like a lot of etiology, the analysis expands beyond its initial aim to involve the growth of violence by football firms in the nighttime. Another study said that 89% of fans show a drop in violent activity from the 1980s, with 56% of a fan showing a decrease in violent behavior from the 1980s, indicating the Home Office 2013 study showing a continuing long-term drop-in football fan abuse in England and Wales. Furthermore, I think this is a positive factor because this decreases the violence in football which leads to fewer people getting affected (Cleland, 2016). This article (Frosdick, 2013) has research that compared to the upper classes, the social class people drink differently, and the middle class tolerates the drinking problem because of the basis of respect, whereas the lower-class people see it as offensive.

(Rodgers, 1999) has research that gangs of youth, drugs, and abuse are frequently related together. The key correlation is that the use of marijuana by young people is cocaine, which usually has a major effect on young people and can cause individual acts of violence. This is another influence in football as well because it affects their actions when young people take drugs before the match, which causes them to swear during the match and be anti-social after the match outside the football stadium. Sometimes young people also drink, and take drugs because they see their friends drinking and they feel left out because they do not feel they are part of the friendship group. (Bebber, 2015) the study examines the violence and racism in British football and shows that from the late 1960s fears about race politics, and class relations which challenged through violence in racist aggression at football matches. Furthermore, some fans are racist to the player on the football pitch for example when a certain player has not played well during the season when the player is about to take a corner the opposite team will get aggressive and say racist comments which leads football player to get upset and lead the football pitch. Furthermore, sometimes fans can take too many drugs and alcohol which causes football fans can get violent which can lead the fans to go onto the football pitch and harm the football player. (Beck, 2003) study analyses that the media suggests that Drugs, alcohol, and racism are a cause of violence. He also suggests religion because in Islam alcohol and drugs are forbidden because alcohol and drugs can cause harm and side effects in the long term and short term. However, in the early years of Islam alcohol was allowed but after years it was banned because people got intoxicated which led to a change in behavior (Phillips, 2014).

Research Methodology

A study (Stough, 1969) defines epistemology as the Greek word episteme which means knowledge or understanding which no longer means science or study so in a philosophical context epistemology is the study of knowledge in general, and examples of philosophical epistemological questions are What does knowledge mean? and how does a person get to know something? and what is the basis for true knowledge? what is knowledge? However, justified true belief means that a person must be able to justify the claim the right itself must be true and the person must also actually believe in it for example if a person says I know people have walked on the moon for this to be true knowledge it must be possible to justify that claim it must also be a fact so finally, the person must also actually believe that people have walked on the moon. To justify the belief was done by using actual evidence such as a video or a picture. It also should be logical and reasonable what time is it in two major split of philosophical epistemology and the rationalism of experiment which is true knowledge is primarily found on effort from our census of the experiential world around us and it is important to refer to experience and observation which belief and claim which should be justified (Markie, 2004). The main aim is for sources for new knowledge of rationalism which emphasizes reason rather than experience and observations as the primary basis for justifying beliefs and claims, therefore, the rational advanced rationalism and the logical human mind are the source for new knowledge not the material world around us so according to rationalism, research results are verified primarily by reasoning in a non-philosophical context we’ve seen the use of the concept of epistemology and this is because of the task of creating new knowledge (Tennis, 2008).

The methodology is a study of a background field study which includes the theoretical analysis of the body methods and principles linked with a section of knowledge typically it includes concepts such as a model theoretical model phases and quantitative or qualitative techniques (Woods, 1980). However, according to (Karenga, 2006) methodology does not set out to provide a solution it is therefore not the same as a method instead the methodology offers the theoretical support for understanding which method set of methods their best practices can be applied to a specific case for example to analyze a complete result which has been clear also as follows the analysis of the principles of simple rules and positive working by a discipline of the accurate study of methods can be or has been applied within a discipline to study or explanation of methods and the methodology is one main of the most important parts of your idea it allows readers to evaluate the consistency. For example, you can explain methodology by the study (Binder, 1998) saying learning is a study of the beginning, the nature of everyday problems, and the limits of human brain knowledge. It is natural when a human mind cannot understand a certain idea and try to understand what is it. How do we know? What knowledge do we get? Of the topic (Horodecka, 2017).

According to (Antwi, 2015) the word ontology itself comes from two Greek “onto” which means existence or begin real, and “logia” means science or study the word ontology which is used both in a philosophical context and non-philosophical context. Furthermore, the study of (Nefdt, 2019) word ontology in a philosophical connect is the study of what exists, what is being read, and what is a real example of philosophical ontology questions could be what the fundamental parts of the world or a certain section of a study are which you can say how they have linked together to each other physical parts more real immaterialism concepts (Lawson, 2004). For example, you can say real objects such as shoes are more real than the idea of walking, and in terms of what exists what is a connection between the shoes and walking (Harman, 2018). Furthermore, the use of ontology outside philosophy is also used in social ontology is the idea to describe society and the different parts and methods within society the purpose of social ontology then could be to simply understand and describe the underlying structures. In addition, this affects individuals and groups on why is ontology important in philosophy while philosophers such as Lakatos, and Durkheim use this concept of ontology to discuss questions to build theories or models that can two together and consequently better understand the ontological status of the world (Hannan, 2007).

Furthermore, according to (Markula, 2019) there have been two major outlets until the logical of materialism and ontological idealism of materialism from a philosophical perspective is the belief that materialist things such as a new car someone bought, luxury things such as high brands which are expensive besides that some people cannot afford it due to the low income. Another example is that a human mind believes within belief within autological materialism that reality exists regardless of a human observer and ontological idealism, alternatively, the belief is that immaterial phenomena such as the human mind are more real than material things and the belief is that reality is made in the mind of an observer moving it under the overview to the compete in a normal philosophical context ology is used in different like ontologies that description of what exists specifically within a determined field, for example, every part that exists within a certain information system and this includes the link between the parts and they discussing if the parts within the system on more than compared to the process is that take place within the system (Welty, 2001).

(Potrac, 2014) research that Interpretivism is a logical rule that holds the belief that reality and knowledge are generally made by human beings in certain the term interpretivism refers to theories about how the human mind can obtain knowledge of the world and also as the name suggests knowledge for the interpretive be sure of mostly on interpretations of the meaning that humans attached to their actions. Interpretivism is an epistemology goal position holds in difference to the basic beliefs of the positivist science. So, therefore, some people believe that positivism holds the belief that only those things or events that can be experienced directly should be the object of scientific analysis (Kroeze, 2011). So this means that for the positivist there are facts about the human world that are objectively true and that they can be discovered and understood through a scientific method in other words for the positivist there is objective knowledge out there that can be discovered by the human mind but for the interpretive, there is no objective knowledge out there waiting to be discovered again for the positivist knowledge is socially made by humans which in most cases depend on once interpretation, when taken in the social sciences and humanities research interpretivism, assumes the belief that the meaningfulness of research findings is dependent on the interpretation of the researcher here the interpretive researcher focuses on critically relating the meaning of the findings while showing how this meaning forms to make obvious outcomes again. A study by (Kolakowski, 1993) defined positivism is read more largely as a way of looking at the world from the standpoint of the scientific method, and as a philosophical rule, positivism holds the belief that only those objects or events that can be experienced directly should be an object of scientific inquiry. So, this means that positivists are facts about the human world that are objectively true and that they can be discovered and understood through a scientific method. For example, this describes why the positivists consciously escape abstract theories such as questions regarding the nature of God’s freedom and the immortality of the soul (Sample, 2010). Overall, positivism and interpretivism mean simple is that the two fundamental approaches to the study of methodology in sociology which the positives benefit quantitative scientific methods, whereas interpretive prefers qualitative humanist methods.

Research Method

Football hooliganism was reflected in 15 years of study according to (Stott and Reicher, 1998) they collective crowd psychology in late 1980 which argued that the crowd condition could be understood only as a consequence of the interaction between the crowd and other agents, especially with the police, against essentialist accounts of crowds, who understood violence in the terms of the arrangement of individuals (Stott, 2007). However, in my opinion, hooliganism violence decreased over the years of the police stopping and having security measures within the stadium. A paParticipantervation was carried out on the research method used to study the effect of sports crow behavior (Giulianotti, 1995). One positive outcome of the observation was that the observer was able to detect what people do and say, its direct method of collecting data, which would enhance the accuracy of final rules and decrease the problem of depending on other responses (Pearson, 2009).

According to the research (Coolican, 2018) laboratory method can be very effective in crimes such as murder, robbery, or even violence because it shortens the learning time, which compacts knowledge and facilitates consistency. It also helps individuals to read a certain subject such as a murder investigation which inspires the participants to read and search for evidence. Another example of sports in football using laboratory methods is that scientific evidence to justify the coerces in terms of the reaction of the biotechnical head effect, for example, in football certain fans may kick one another in the head or either football accidentally step on the football head. However, the biomedical helped the laboratory to reduce the brutality of the head affected my investigation (Shevchenko, 2005). A study (Hollway, 2000) said that a method of interviewing is another way to reach the candidate. This is because asking the candidate asking them to point off will give you an overview of the research about other people’s opinions about the study and get maximum research about the topic. However, according to (Gillham, 2000) the study interviews may be a negative way of doing research and there may be false evidence to get an interview with a viewer so they may either make it up or may not even have any understanding of the topic of the research.

The benefit of questionnaires is to improve the response data in detailed answers to close the questions and allow the responder to recognize the new problem. However, many studies have obtained such knowledge and have neglected to examine or present it (O’Cathain, 2004). However, the author has suggested that there can be a negative on doing questionnaires the person who is doing the questions may feel uncomfortable with being primarily neither qualitative nor non-quantitative data, structured questionaries may present a challenge, the potential lack of knowledge which may take longer to do the questionnaire by the participant.

According to (Smith, 2010) Inductive research method inductive research starts with a precise observation and then enhances to simplify theory also known as qualitative research is used to gain a deeper understanding of the subject research assets can be used to gain a deeper understanding of the subject or matter help to develop ideas or theory useo uncover trends in therein opinions common methods used are focused groups individual interviews an observation in inductive research so inductive research starts with observation and risk to theory is also known as qualitative reserves it develops ideas and theory (Overmars, 2007). The deductive starts with a theory which then has to conclusion directive reserves also known as quantitative research is a way of collecting numerical research or data that then can be converted into usable statistics a directive approach is aimed at testing theory common methods used in directive approach are questionnaires and service so directive research starts with theory then and to a conclusion is also known as quantitative research quantity reserves or directive reserves used statistical tools to test their theory. the differences between inductive and deductive research if we consider the purpose of to inductive approach is concerned with COVID-19 developing from the data. Furthermore, the deductive approach is aimed at testing theory if you consider start to end. so, we can see interactive research starts with observation and results. this situation on the other hand directed research starts with the proposition of theory and the result (O’Reilly, 2009).

Conclusion

Overall, the disadvantage within society that leads to violence is analysis taking drugs, alcohol, or being racist. Besides, the literature review involved the theories of the upper class and middle class that are based on influences on which class should not drink and have drugs. The study of positivism, idealism, materialism, interpretivism, and others are linked together. However, according to the (Mewett, 2008), the year 2004 Australian Football League and the National Rugby League began to face women’s allegations about fans acting inappropriately towards them during the games. They rewove on hooliganism plays a significant role in the sports culture, but back in the 1900s used to be worse compared to today (King, 1997). Furthermore, the methods will review which method is good to use for example interviews, laboratory, and some methods which are disadvantaged in using in research.

The researcher maintained the belief of moral obligation not to misuse or misinterpret any person in any way to the best of their ability. Hence, the research project was approved by the managing authority (see Appendix 1). It is ethically correct for educational research to be undertaken with respect for people, knowledge, democratic values, and quality of research in terms of the educational sector (McNamee and Bridges, 2002).

The researcher supplied consent forms (see Appendix 2) for all targeted students to have a say in the action research they would be involved in. All students were informed that no pay was to be involved throughout the entirety of the research and observation – making it strictly voluntary. This played a part in the authenticity of this research project, as no reward or personal benefit would be issued. The researcher also ensured complete maintenance of confidentiality throughout the research project. Any personal data or information was kept confidential under The Data Protection Act (2018).

The researcher had aimed for a clear conclusion to be stated in the action research to learn about the vitality of teaching and learning techniques and their benefits within an educational environment. The students were also explained as to why the observation was to be targeted towards them. The researcher must remain honest about the purpose of her research (Schurink, 2005). The fact that they are students, made them the correct targeted audience for the topic “learning techniques” as students, in general, are likely to benefit at a larger rate regarding this aim.

The researcher maintained the belief of moral obligation not to misuse or misinterpret any person in any way to the best of their ability. It is ethically correct for educational research to be undertaken with respect for people, knowledge, democratic values, and quality of research in terms of the educational sector (McNamee and Bridges, 2002).

What are the difficulties anticipated?

Within this research project, the researcher had understood that one of the major difficulties to face could potentially be participants opting to leave the research project part way through the 6-week observation. This could cause a lack of authenticity as initial data will be based on certain individuals however the further data analysis will be based on slightly differentiating groups. The fact that groups could change would cause the evidence gathered to be deemed as invalid hence the researcher aimed to eliminate this difficulty to the best of their ability.

Before consent forms (see appendix 2) were asked to be handed back to the researcher, a clear explanation was given emphasizing only to return the consent form when certain to remain with the observation for the entirety of the 6 weeks. Although the observation allowed volunteers to drop out when desired – it was encouraged for participants to be certain with their final decisions despite a potential occurrence of unforeseen circumstances.

Morley (1996) mentioned the importance of a researcher being aware of his/her responses, beliefs, and prejudices. Therefore, the researcher was careful to identify her own beliefs and assumptions before the start of the observation to ensure any self-influenced results would not be documented to invalidate any results. However, it is possible that some unconscious responses could be issued. This could reduce the accuracy of the action research – incorporating subtle differences between the truth and the results within data.

Action plan:

• • Week 1 – consent forms (see Appendix 2) issued to the 50 students selected to be the targeted group by the researcher.
    • Begin the VARK questionnaire and open-ended and closed questions (see appendix 3,4,5).
    • Begin Teacher-written record comparing the completed VARK questionnaire to how targeted individuals work within the class. Week 2 – consent forms of 44 students who came back agreeing to be part of the study with the researcher.
    • Weekly informal assessment: in which the teacher aims to teach the same information but presents it in an image, an instruction, and an audio tool. Students decided which form of learning tool they learned best from and reported to the researcher (Olson,2006). The researcher documents this in written form (informal assessment)Week 3/4 – continue teacher written record until completed for all targeted students.
  • Week 5/6 – 4 groups consisting of 11 students each were placed into groups depending on their results of being visual learners, auditory learners, kinaesthetic learners, and mixed learners.

The researcher taught all groups the same information using images, videos, physical practical explanations, and a variety of learning styles. An assessment before and after learning styles were implemented, were recorded and documented as data.

Learning Modalities

The researcher differentiated how Visual, Auditory and Kinesthetic factors could be incorporated. The resources that would aid learning style preferences were taken into consideration.

Introduction:

For this assignment, I will choose this assignment to do an observation of a child who is living in my Neighbourhood. This child is a 10-year-old female who is studying in school. She is older than her brother who is 6 years old and also studied in school. She has an obesity problem which creates problems in her behavior. This special child was used ‘nonverbal’, although she is known to use some selected words (no, yes, she goes away,). This girl used some words which show that she is very irritating to talk to someone else. They want to spend time alone. She has an obesity problem. I have chosen to do my observation work for this child because the classroom and home supporters were not seeing that it was doing ‘random explosions of anger’ and they did not understand why this problem occurred. “An ABC Chart is a direct observation tool that can be used to collect information about the events that are occurring within a student’s environment” (The University of Kansas). The following is the operational definition and hypothesis statement based on the initial discussion and comments.

Operational definition of anger or anger: shouting, throwing things away, and punching the child.

Hypothesis Statement: when anyone annoyed her she liked to do these types of things.

ABC Observation Chart / Date and Time / Setting Condition/Event / Antecedent

• Behaviour
  • When did the behavior occur?
  • What factors may have set the stage?
  • What happened before the behavior occurred?Consequence
  • What was the behavior?
  • What did it look like? Sound like? Feel like?
  • What was the response to the behavior?
  • What is maintaining or decreasing the behavior?Possible triggers

25 February 2019 / 7:15 pm

• Habit
• Routine: In the house
• Trigger: Daily want to eat fast food.
• She has an obesity problem.
• Narita shout. She is angry.
• As a result: brought him a burger.
• Therefore the function is: Tangible and positively reinforcing
• Strengthening as a focus to get solid content (burger); Leaves to get the fast food after a shout for some time.

26 February 2019 / 10:40am

• Teasing
• Routine: In the classroom
• Student calls Narita to say fatty.
• Trigger: Peers annoy him about his weight.
• She slapped on her face.
• As a result: Student run away
• Therefore the function is: Escape

26 February 2019 / 4:00 pm

• Treatment
• Routine: In the hospital
• Trigger: The doctor told Narita that if she does not stop eating fast food and will have an injection every day
• Feel upset
• As a result: She stopped eating more fast foods.
• Therefore the function is: to vary about the problem and To get attention

27 February 2019 / 6:00 pm

• Spent time
• Routine: In the Playground
• Trigger: She spent time with friends
• The parents asked her if she enjoyed but she did not give any answer.
• As a result: She spends the whole day in her room.
• Therefore the function is: Although she left his habit she does not like to talk to anyone

Conclusion:

Final Operation Definition: Consequences are the outcome of behavior. Their parents should tell her the disadvantages of fast food with love and affection then it would prove fruitful in her future.

Anger: shouting, throwing things away, and punching the child.

These events are happening wants to eat fast food and spend time with his friends. Why is she upset?

In conclusion, these events happen when she wants to eat fast food and when she spends time with his friends. Why is she upset? To Increase communication methods (e.g. anxiety book, texting), to give an outlet to tell what is happening. Work with him on social skills and express feelings to give you more appropriate ways of expressing yourself. I want to see that anger has ceased but apart from this, I want to be able to find another way to do this. I want to know more about her life at home, to determine the events that arise at home, at school at his time. I want to know more about his life at home, to determine the events that arise at that time. She is Narita who is studying in school and she has an obesity problem. Narita consumes fast food every day and the doctor has said it has a bad effect on her health because she has obesity problems. Narita told her mother that she wanted to eat a burger. Her mother said ‘no,’.She shouted and lay on the ground for a long time. Then her mother brought him a burger. Another student teases him for the reason of fatty. She loves fast food and does not want to live without fast food. The doctor told Narita that if she does not stop eating fast food and will have an injection every day. Listen to that and felt upset! She stopped eating more fast foods. She spent time with a friend. The parents asked him if she enjoyed but she did not give any answer. She spends the whole day in your room.

I observed that Narita changed her behavior from time to time. Narita’s behavior is changing because of her obesity. When she asks for a burger and her parents refuse to eat him. Narita screams in anger against her stubbornness. When his classmates call him thick, she puts a slap on the child. She is angry at the child. To get treatment for Narita, the doctor scares the injection’s name so that if she does not leave her habit she will be injected. Then she gets frustrated and ready to leave her favorite. She loves to spend time with friends and likes to go out on a weekend with his friends, but when her family asked him how she was enjoying she remained silent. The whole day she stayed in her room and did not talk to anyone. The fear of injection did not have any reason to stop him from eating fast food, if his family had explained him with loving feelings, then he would not have to do it.

Works Cited

1. The University of Kansas. (n.d.). Retrieved from Antecedent-Behavior-Consequence (ABC) Chart: http://www.specialconnections.ku.edu/?q=behavior_plans/functional_behavior_assessment/teacher_tools/antecedent_behavior_consequence_chart

Health and Physical Education is an important subject for senior secondary students to assist in developing both physical and mental skills. Health and Physical Education provides a platform for students to increase awareness and skills in fitness levels, social interactions, cooperation abilities, vocabulary, self-esteem, spatial and movement knowledge. Through an exploration of three various YouTube videos, focusing on senior secondary students engaged in health and physical education, this analysis will explore the various structures, strategies and teaching models a lesson can be formed upon and evaluate its implementation. Acknowledging the necessary presence for ICT in education, the importance of behavioural management strategies, guided discussions, student-to-peer activity and valuing communication. Each video’s exploration presents an understanding of elements involved in managing and guiding senior secondary students engaged in health and physical education.

Video three presents a ‘Purpose Driven PE Lesson [by] Kyle Redshaw’. This lesson incorporates games and sports (GS) through ACARA’s ‘devise, implement and refine strategies demonstrating leadership and collaboration skills when working in groups or teams (ACPMP105 – Scootle )’. Whilst focusing on emphasising class management as the student’s learning goal, Redshaw has implemented play-teach-play as one of his strategies (Graham, G., Elliott, E. and Palmer, S. 2016.) The goal of the play-teach-play learning design is to help create educational settings and sessions that are learner and activity centred. Ensuring an essence of both physical and theoretical learning. Further, theming this specific lesson with pop culture reference to Star Wars, enveloped throughout the activities including the music, movement and equipment. This strategy proves to engage the students effectively and provide a platform for the physical activities labelled ‘Jedi Knight Training’. The presence of ICT in education in the form of visual stimuli via projector, screen, websites, and videos are also evident throughout this lesson. Involving a large aspect of ICT in Education, ‘promotes higher levels of student engagement and learning results’ (Tinio, V.L.2003). The learning outcomes include development of self-responsibility, fitness management, teamwork, leadership skills, communication and personal fitness levels.

Video three begins introduction with an essence of reflective practice, engaging the students in discussion and building upon prior knowledge to introduce something new, as explored in Marzano’s Dimensions of Learning (2011). The use of a collaborative class activity (with sticky notes) engages all students to participate together to develop ideas and team working skills in identifying areas of activities their knowledge lacks (Class Management). A warm up is then followed by another discussion using a teaching method of experiential and debrief tools. Student-to-peer activities are then engaged, as explored in Moss’s four stages of inquiry structuring (Heik, T. 2019), this builds upon individual’s abilities to cooperate, communicate, compete and form appropriate relationships. Allocated time for students to collaborate on assignments is finally presented. This method uses formative feedback and ICT. Redshaw uses measuring students’ abilities to cooperate in activities, guided discussions, opportunities for students to identify key class management ideas as well as formative word processing as assessments.

Incorporating activities that can include more than two students at a time would prove quite beneficial to ensure the learning outcomes of ‘demonstrate teamwork and leadership skills’ are explored more thoroughly in video three. The use of group work allows students to use and build on their social skills, reasoning and choice making skills as explained in ‘Teaching Children and Adolescents Physical Education’ by Graham, G., Elliott, E. and Palmer, S. (2016). The assessment of learning could be improved by implementing a physical in class assessment. Introducing a challenging activity where teams could respectfully compete. An idea could include using a blindfolded obstacle course to assist focus on teamwork, relationship building and communication. This activity can still form under the Star Wars theme strategy, yet further enhances the learning outcomes. The use of ICT presently implemented, can also be guided by the teacher by providing students with more online tools such as complimentary interactive or informative websites to engage with and prepare them for their formative assignments. A PowerPoint presentation, providing visual information and key ideas, explored as a class by developing relevant mind maps or discussions about each slide would ensure those learners who don’t identify as auditory or kinaesthetic (Hoerner, N. 2013), apprehend the knowledge being taught (accessible via appendix 1 and 2).

The fourth video ‘One Wall Handball: How to Play in High School’, presents a beginning lesson of how to play handball by Bryan from the University of Louisiana at Lafayette. This lesson explores games and sports (GS) and lifelong physical activities (LLPA). Focusing on developing students’ skills and abilities to refine coordination, physical endurance, vocabulary, speed, form, reflexes, and competitiveness. In accordance with the Australian Curriculum, Assessment and Reporting Authority, this lesson stems from ‘Learning Through Movement’. The Australian Curriculum outcomes, emphasising the ability to ‘transfer understanding from previous movement experiences to create solutions to movement challenges (ACPMP106 – Scootle )’. Through this platform, students learn to apply more specialised movement skills and complex movement strategies and concepts in different movement environments. Bryan’s models for engagement involves a solidified use of demonstrations, partner work and teamwork. Along with use of teacher-to-student (Heik, T. 2019), encouragement, correction and guidance. This lesson is inclusive of all students, catering for various levels of student abilities and possible injuries.

As presented at 22:40 and 39:00 minutes, Bryan provides differentiation in altering the activities to suit the student’s needs. Thus ensuring all students meet the learning outcomes. The ‘Rubber band intervention’ presumably resourced from Dr Edward Hallowell’s behaviour-management strategy (2015), presents as a major strategy used in this video. An ideal way to engage all students in being aware of their participation, attitudes and behaviour. The sequence of activities in video four begin with an appropriate introduction for students, reflecting on knowledge and introducing the activities and rules. Followed by a warm up of strength, muscle building, student-to-student work, stamina building and a variation of an obstacle course. The warm up is to ensure safety in physical activity as expressed by the National Association for Sport and Physical Education. Demonstrations of activities and movements are presented throughout by the teacher, guiding the students through a series of specific handball moves and strategies. Bryan introduces students to the appropriate terminology for each variation as a way to develop the vocabulary use of the class. Following a group discussion, the learnings of the lesson are assessed through a successful game of handball, examining their appropriate follow and use of rules, strategies, movements and teamwork. Concluding the video with a collection of rubber bands to solidify the behaviour management strategy.

Whilst Bryan demonstrates a fantastic way to teach movement through partner work, improvements could be made in swapping over partners at intervals to ensure students are engaging in their social and communicative skills also. When the warm up course was introduced, students advanced to stations with their closer peers. Resulting in big groups of students and not all stations being covered. This could have been avoided with direct approach to planning how many students per station prior to beginning the activity. Instruction could then be voiced to form groups of 5 at each station or the teacher could indicate each student to a different exercise until all stations are full. Towards the conclusion of the lesson, students appear distracted from instruction. It would be beneficial to discuss with them what information and skills they gained from this lesson to ensure they stay grounded to the learning outcomes and if possible explain how this lesson will tie in with the next. An option could include a game of off-wall handball.

Video five, ‘Secondary Lesson Plan’ by Mr Mohlis, presents his class through games and sports (GS) and health benefits of physical activity (HBPA). Whilst this video’s content is small, there are recognizable strategies and activities implemented. Mohlis’s strategies invoked significant inclusion of all students, repetitiveness of methods and movement, and explanations for instruction. Video five can be perceived as reflecting on ‘how fair play and ethical behaviour can influence the outcomes of movement activities (ACPMP107 – Scootle)’. Following a recognisable sequence of an introduction, warm up, main activity and conclusion, Mohlis uses various challenges to engage his students and encourage participation. The main activity, combination soccer and basketball game, provokes competitiveness, athletic ability and team cooperation. He uses differentiation in swapping a couple players over and their positions. This also allows for injured peers to participate safely without strain. Learning outcomes for this activity include a development of teamwork, skills in passing, kicking, shooting, aiming and following the ball. Along with an apprehension of game rules, tricks, strategies and movements that do and don’t work to secure the ball. Mohlis all the while, explains correct and safe methods to perform movements such as kicking the ball, guiding the cohort in a manner of physical awareness that can reflect of the students’ own thinking. Video five finishes with a conclusive discussion, engaging students to reflect on the lesson’s outcomes and the effectiveness of activities. The assessment strategies viewed in this video include measuring individual team engagement, ability to attempt various positions (goalie, kicker or shooter) and how well the student works with different peers.

Improvements could be made via personal teaching models, providing an increase in individualised attention to skill and abilities of each student. Such as by correcting unsafe or off forms and movements along with confidently demonstrating the correct movement. A slight lack of solid communication was evident as it also reflected in the lesson’s non-solidified assessment. As explored in ‘Teaching Children and Adolescents Physical Education’ by Graham, G., Elliott, E. and Palmer, S. (2016), demonstrations are a necessary part of teaching physical education. Informational instruction involves explaining how to safely kick a ball, jump and catch and land without putting unreasonable stress on joints, preventing potential injuries. ‘Generally, the first demonstration should be of the entire movement or task’ (Graham, G. 2016). Including these instructions and demonstrations would benefit the students in being aware of their skeletal forms and developing a greater sense of bodily and spatial awareness. Whilst the opportunity to assess each student’s participation and ability is present in the main activity of the combination soccer and basketball game. It’s full potential was not rectified. A slight change of revolving each group and allowing students to intermingle with other peers and work with different people would significantly increase the effectiveness of the activity. In regards to the short warm up presented, the National Association for Sport and Physical Education (NASPE) recognizes the importance of a general warm-up, and recommends five to ten minutes of a cardiovascular warm-up activity followed by static stretching (NASPE, 2014). In reflection, extending the length of time allocated to warming up before the activity would encourage proper injury prevention, stretch of muscles and ligaments prior to engaging in rigorous exercise. This lesson also has the potential to involve some visual stimuli in the form of ICT. A PowerPoint on effective teamwork building could be explored to engage the students in discussion and familiarise them with honing communicative and social skills within the class (Appendix 3).

To conclude, videos three, four and five each exhibit strong lesson structures and use of various strategies that prove to engage all students in health and physical education. Each video includes the use of the back–to-wall strategy, utilising the space for movement and ensuring all students have the opportunity to see and be seen. A solid inclusion of warm up exercises ensure the prevention of injuries in all lessons viewed along with a clear outline of main activities and learning intentions. Whilst improvements can be made to each lesson, the underlying structures for each work well in engaging the entire student cohort without excluding injured or disadvantaged students. It is evident each lesson provides opportunities for senior secondary students in health and physical education, to develop both physical and mental skills via their interactions throughout the classes between the activities allocated, their peers and their instructors.

References

1. Australian Curriculum. (n.d.) Senior Secondary Curriculum. Health and Physical Education. Australian Curriculum, Assessment and Reporting Authority. Retrieved from: https://australiancurriculum.edu.au/f-10-curriculum/health-and-physical-education
2. Graham, G., Elliott, E. and Palmer, S. (2016). Teaching Adolescents Physical Education. Fourth Edition. Human Kinetics.
3. Hallowell, E. (2011). Dr. Edward (Ned) Hallowell on ADHD: a Ferrari in Your Brain. Retrieved from: https://www.youtube.com/watch?v=i5D56Cg7y4I
4. Heik, T. (2019). 4 Phases of Enquiry-Based Learning: A guide for teachers. TeachThought. https://www.teachthought.com/pedagogy/4-phases-inquiry-based-learning-guide-teachers/
5. Hoerner, N. (2013). The Seven Learning Styles. Inspire Education. Retrieved from: https://www.inspireeducation.net.au/blog/the-seven-learning-styles/
6. Kenneth H. Cooper MD (2014). National Association for Sport and Physical Education (NASPE). The Cooper Institute. Retrieved from: https://www.cooperinstitute.org/pub/news.cfm?id=32
7. Lavergne, C. (2012). One Wall Handball: How to Play in High School. YouTube. Retrieved from: https://www.youtube.com/watch?v=Vn2WCTJcEH8
8. Marzano, R.J., Pickering ,D., Arredondo ,D.E. (2011). Dimensions of Learning Teachers Manual. 2nd Edition. Association for Supervision & Curriculum Development. Retrieved from: https://ebookcentral-proquest-com.ezproxy.cdu.edu.au/lib/cdu/detail.action?docID=698905
9. MrMohlis1. (2012). Secondary Lesson Plan. YouTube. Retrieved from: https://www.youtube.com/watch?v=mSuZ-pZmYUI
10. Purdie, N., Milgate, G., Bell, H.R. (2014). Two Way Teaching and Learning. Toward Culturally reflective and relevant education. ACER Press.
11. Redshaw, K. (2013). Purpose Driven PE Lesson Kyle Redshaw. YouTube. Retrieved from: https://www.youtube.com/watch?v=T0NVJG8r1Z8
12. Reflective Practice. (2007). Examples of learning styles. Retrieved from: https://www.education.vic.gov.au/documents/childhood/professionals/support/egsls.pdf
13. Rubber-Band’ Intervention (2015). Intervention Central. Retrieved from http://www.interventioncentral.org/behavioral-interventions/challenging-students/problem-student-behaviors
14. Sabornie, E. (2009). Managing and improving behaviour in inclusive educational environments. [Web video]. Retrieved from: http://www.learnnc.org/lp/editions/every-learner/6691
15. Thomas, A., & Stratton, G. (2006). What are you really doing with ICT in physical education: a national audit of equipment, use, teacher attitudes, support, and training. Vol 37 No 4 pp. 627-632.
16. Tinio, V.L. (2003). ICT in Education. Unpan. Retrieved from: http://unpan1.un.org/intradoc/groups/public/documents/unpan/unpan037270.pdf

Introduction

In this essay, the learning outcome will be how drugs and alcohol can influence sport-related violence which can lead to giving negative impact on people’s lives. The essay also discusses a little about football, racism, hooliganism, culture, and the process as well as a justification for the data sample. More importantly, as well as legal issues, relative strengths, and limitations. The main aim of the research is to discover ideas that influence individuals to cause harm and violence. A study will illustrate how can drugs negatively affect a person’s life. The research will analysis on about religions and other backgrounds. (Back, 1998) had research that in football grounds which is one of the largest public areas, Millwall expresses racism to other people which has been a widespread discussion during the past two decades within the media. The research also reviews how society thinks about football as well as if the fans are creating problems for society and breaking the by-law. The definitions of ontology, methodology, and epistemology support the positivist, interpretive, or critical fundamental approach. Moreover, to explain its importance, also analyze both benefits and disadvantages as well as an example of how which kind of method you can do your research. It also includes famous philosophical such as Lakatos, Durkheim and to finish off with a conclusion.

Literature Review

This study (Pitti, 2019) has emphasized how female fans must manage with more abandoned environment influenced by sexist views and sexist behavior related to culture. In my opinion, I agree with this author because whenever there is a football match there are more men than women and some men may think only men should support football, not women. (Pope, 2017) the sociological study has analyzed that “drunken, destructiveness, a rampage of uncontrolled masculine passion that is unleashed in response to sports victory or defeat”. This quote suggests that no matter what if the support fans team wins or loses they will still drink alcohol. However, men consume too much alcohol as well as women on the day of football events, and around “36% drank 5 or more drinks 4 or more for females” which leads to being intoxicated very heavily during the game which can lead to the change of behaviors (Glassman, 2010). I believe women should stay at home or sit in a safer place in the stadium when there are big football matches because they would be much safer. This is because when men get heavily intoxicated they get aggressive towards other fans who are supporting the other team. Besides, the football stadium could have a section of inside stadium seating for only women and a high fence which can be built around the section the women that will keep them much safer so that other fans can not throw anything such as a smoke bomb or flare.

Drugs in football had a major negative effect on football supporters. (Ayres, 2012) has research that cocaine and alcohol are used together which leads the fans to certainly be depraved. The author also says Violence is associated with drugs by football fans on match days, but like a lot of etiology, the analysis expands beyond its initial aim to involve the growth of violence by football firms in the nighttime. Another study said that 89% of fans show a drop in violent activity from the 1980s, with 56% of a fan showing a decrease in violent behavior from the 1980s, indicating the Home Office 2013 study showing a continuing long-term drop-in football fan abuse in England and Wales. Furthermore, I think this is a positive factor because this decreases the violence in football which leads to fewer people getting affected (Cleland, 2016). This article (Frosdick, 2013) has research that compared to the upper classes, the social class people drink differently, and the middle class tolerates the drinking problem because of the basis of respect, whereas the lower-class people see it as offensive.

(Rodgers, 1999) has research that gangs of youth, drugs, and abuse are frequently related together. The key correlation is that the use of marijuana by young people is cocaine, which usually has a major effect on young people and can cause individual acts of violence. This is another influence in football as well because it affects their actions when young people take drugs before the match, which causes them to swear during the match and be anti-social after the match outside the football stadium. Sometimes young people also drink, and take drugs because they see their friends drinking and they feel left out because they do not feel they are part of the friendship group. (Bebber, 2015) the study examines the violence and racism in British football and shows that from the late 1960s fears about race politics, and class relations which challenged through violence in racist aggression at football matches. Furthermore, some fans are racist to the player on the football pitch for example when a certain player has not played well during the season when the player is about to take a corner the opposite team will get aggressive and say racist comments which leads football player to get upset and lead the football pitch. Furthermore, sometimes fans can take too many drugs and alcohol which causes football fans can get violent which can lead the fans to go onto the football pitch and harm the football player. (Beck, 2003) study analyses that the media suggests that Drugs, alcohol, and racism are a cause of violence. He also suggests religion because in Islam alcohol and drugs are forbidden because alcohol and drugs can cause harm and side effects in the long term and short term. However, in the early years of Islam alcohol was allowed but after years it was banned because people got intoxicated which led to a change in behavior (Phillips, 2014).

Research Methodology

A study (Stough, 1969) defines epistemology as the Greek word episteme which means knowledge or understanding which no longer means science or study so in a philosophical context epistemology is the study of knowledge in general, and examples of philosophical epistemological questions are What does knowledge mean? and how does a person get to know something? and what is the basis for true knowledge? what is knowledge? However, justified true belief means that a person must be able to justify the claim the right itself must be true and the person must also actually believe in it for example if a person says I know people have walked on the moon for this to be true knowledge it must be possible to justify that claim it must also be a fact so finally, the person must also actually believe that people have walked on the moon. To justify the belief was done by using actual evidence such as a video or a picture. It also should be logical and reasonable what time is it in two major split of philosophical epistemology and the rationalism of experiment which is true knowledge is primarily found on effort from our census of the experiential world around us and it is important to refer to experience and observation which belief and claim which should be justified (Markie, 2004). The main aim is for sources for new knowledge of rationalism which emphasizes reason rather than experience and observations as the primary basis for justifying beliefs and claims, therefore, the rational advanced rationalism and the logical human mind are the source for new knowledge not the material world around us so according to rationalism, research results are verified primarily by reasoning in a non-philosophical context we’ve seen the use of the concept of epistemology and this is because of the task of creating new knowledge (Tennis, 2008).

The methodology is a study of a background field study which includes the theoretical analysis of the body methods and principles linked with a section of knowledge typically it includes concepts such as a model theoretical model phases and quantitative or qualitative techniques (Woods, 1980). However, according to (Karenga, 2006) methodology does not set out to provide a solution it is therefore not the same as a method instead the methodology offers the theoretical support for understanding which method set of methods their best practices can be applied to a specific case for example to analyze a complete result which has been clear also as follows the analysis of the principles of simple rules and positive working by a discipline of the accurate study of methods can be or has been applied within a discipline to study or explanation of methods and the methodology is one main of the most important parts of your idea it allows readers to evaluate the consistency. For example, you can explain methodology by the study (Binder, 1998) saying learning is a study of the beginning, the nature of everyday problems, and the limits of human brain knowledge. It is natural when a human mind cannot understand a certain idea and try to understand what is it. How do we know? What knowledge do we get? Of the topic (Horodecka, 2017).

According to (Antwi, 2015) the word ontology itself comes from two Greek “onto” which means existence or begin real, and “logia” means science or study the word ontology which is used both in a philosophical context and non-philosophical context. Furthermore, the study of (Nefdt, 2019) word ontology in a philosophical connect is the study of what exists, what is being read, and what is a real example of philosophical ontology questions could be what the fundamental parts of the world or a certain section of a study are which you can say how they have linked together to each other physical parts more real immaterialism concepts (Lawson, 2004). For example, you can say real objects such as shoes are more real than the idea of walking, and in terms of what exists what is a connection between the shoes and walking (Harman, 2018). Furthermore, the use of ontology outside philosophy is also used in social ontology is the idea to describe society and the different parts and methods within society the purpose of social ontology then could be to simply understand and describe the underlying structures. In addition, this affects individuals and groups on why is ontology important in philosophy while philosophers such as Lakatos, and Durkheim use this concept of ontology to discuss questions to build theories or models that can two together and consequently better understand the ontological status of the world (Hannan, 2007).

Furthermore, according to (Markula, 2019) there have been two major outlets until the logical of materialism and ontological idealism of materialism from a philosophical perspective is the belief that materialist things such as a new car someone bought, luxury things such as high brands which are expensive besides that some people cannot afford it due to the low income. Another example is that a human mind believes within belief within autological materialism that reality exists regardless of a human observer and ontological idealism, alternatively, the belief is that immaterial phenomena such as the human mind are more real than material things and the belief is that reality is made in the mind of an observer moving it under the overview to the compete in a normal philosophical context ology is used in different like ontologies that description of what exists specifically within a determined field, for example, every part that exists within a certain information system and this includes the link between the parts and they discussing if the parts within the system on more than compared to the process is that take place within the system (Welty, 2001).

(Potrac, 2014) research that Interpretivism is a logical rule that holds the belief that reality and knowledge are generally made by human beings in certain the term interpretivism refers to theories about how the human mind can obtain knowledge of the world and also as the name suggests knowledge for the interpretive be sure of mostly on interpretations of the meaning that humans attached to their actions. Interpretivism is an epistemology goal position holds in difference to the basic beliefs of the positivist science. So, therefore, some people believe that positivism holds the belief that only those things or events that can be experienced directly should be the object of scientific analysis (Kroeze, 2011). So this means that for the positivist there are facts about the human world that are objectively true and that they can be discovered and understood through a scientific method in other words for the positivist there is objective knowledge out there that can be discovered by the human mind but for the interpretive, there is no objective knowledge out there waiting to be discovered again for the positivist knowledge is socially made by humans which in most cases depend on once interpretation, when taken in the social sciences and humanities research interpretivism, assumes the belief that the meaningfulness of research findings is dependent on the interpretation of the researcher here the interpretive researcher focuses on critically relating the meaning of the findings while showing how this meaning forms to make obvious outcomes again. A study by (Kolakowski, 1993) defined positivism is read more largely as a way of looking at the world from the standpoint of the scientific method, and as a philosophical rule, positivism holds the belief that only those objects or events that can be experienced directly should be an object of scientific inquiry. So, this means that positivists are facts about the human world that are objectively true and that they can be discovered and understood through a scientific method. For example, this describes why the positivists consciously escape abstract theories such as questions regarding the nature of God’s freedom and the immortality of the soul (Sample, 2010). Overall, positivism and interpretivism mean simple is that the two fundamental approaches to the study of methodology in sociology which the positives benefit quantitative scientific methods, whereas interpretive prefers qualitative humanist methods.

Research Method

Football hooliganism was reflected in 15 years of study according to (Stott and Reicher, 1998) they collective crowd psychology in late 1980 which argued that the crowd condition could be understood only as a consequence of the interaction between the crowd and other agents, especially with the police, against essentialist accounts of crowds, who understood violence in the terms of the arrangement of individuals (Stott, 2007). However, in my opinion, hooliganism violence decreased over the years of the police stopping and having security measures within the stadium. A paParticipantervation was carried out on the research method used to study the effect of sports crow behavior (Giulianotti, 1995). One positive outcome of the observation was that the observer was able to detect what people do and say, its direct method of collecting data, which would enhance the accuracy of final rules and decrease the problem of depending on other responses (Pearson, 2009).

According to the research (Coolican, 2018) laboratory method can be very effective in crimes such as murder, robbery, or even violence because it shortens the learning time, which compacts knowledge and facilitates consistency. It also helps individuals to read a certain subject such as a murder investigation which inspires the participants to read and search for evidence. Another example of sports in football using laboratory methods is that scientific evidence to justify the coerces in terms of the reaction of the biotechnical head effect, for example, in football certain fans may kick one another in the head or either football accidentally step on the football head. However, the biomedical helped the laboratory to reduce the brutality of the head affected my investigation (Shevchenko, 2005). A study (Hollway, 2000) said that a method of interviewing is another way to reach the candidate. This is because asking the candidate asking them to point off will give you an overview of the research about other people’s opinions about the study and get maximum research about the topic. However, according to (Gillham, 2000) the study interviews may be a negative way of doing research and there may be false evidence to get an interview with a viewer so they may either make it up or may not even have any understanding of the topic of the research.

The benefit of questionnaires is to improve the response data in detailed answers to close the questions and allow the responder to recognize the new problem. However, many studies have obtained such knowledge and have neglected to examine or present it (O’Cathain, 2004). However, the author has suggested that there can be a negative on doing questionnaires the person who is doing the questions may feel uncomfortable with being primarily neither qualitative nor non-quantitative data, structured questionaries may present a challenge, the potential lack of knowledge which may take longer to do the questionnaire by the participant.

According to (Smith, 2010) Inductive research method inductive research starts with a precise observation and then enhances to simplify theory also known as qualitative research is used to gain a deeper understanding of the subject research assets can be used to gain a deeper understanding of the subject or matter help to develop ideas or theory useo uncover trends in therein opinions common methods used are focused groups individual interviews an observation in inductive research so inductive research starts with observation and risk to theory is also known as qualitative reserves it develops ideas and theory (Overmars, 2007). The deductive starts with a theory which then has to conclusion directive reserves also known as quantitative research is a way of collecting numerical research or data that then can be converted into usable statistics a directive approach is aimed at testing theory common methods used in directive approach are questionnaires and service so directive research starts with theory then and to a conclusion is also known as quantitative research quantity reserves or directive reserves used statistical tools to test their theory. the differences between inductive and deductive research if we consider the purpose of to inductive approach is concerned with COVID-19 developing from the data. Furthermore, the deductive approach is aimed at testing theory if you consider start to end. so, we can see interactive research starts with observation and results. this situation on the other hand directed research starts with the proposition of theory and the result (O’Reilly, 2009).

Conclusion

Overall, the disadvantage within society that leads to violence is analysis taking drugs, alcohol, or being racist. Besides, the literature review involved the theories of the upper class and middle class that are based on influences on which class should not drink and have drugs. The study of positivism, idealism, materialism, interpretivism, and others are linked together. However, according to the (Mewett, 2008), the year 2004 Australian Football League and the National Rugby League began to face women’s allegations about fans acting inappropriately towards them during the games. They rewove on hooliganism plays a significant role in the sports culture, but back in the 1900s used to be worse compared to today (King, 1997). Furthermore, the methods will review which method is good to use for example interviews, laboratory, and some methods which are disadvantaged in using in research.

The researcher maintained the belief of moral obligation not to misuse or misinterpret any person in any way to the best of their ability. Hence, the research project was approved by the managing authority (see Appendix 1). It is ethically correct for educational research to be undertaken with respect for people, knowledge, democratic values, and quality of research in terms of the educational sector (McNamee and Bridges, 2002).

The researcher supplied consent forms (see Appendix 2) for all targeted students to have a say in the action research they would be involved in. All students were informed that no pay was to be involved throughout the entirety of the research and observation – making it strictly voluntary. This played a part in the authenticity of this research project, as no reward or personal benefit would be issued. The researcher also ensured complete maintenance of confidentiality throughout the research project. Any personal data or information was kept confidential under The Data Protection Act (2018).

The researcher had aimed for a clear conclusion to be stated in the action research to learn about the vitality of teaching and learning techniques and their benefits within an educational environment. The students were also explained as to why the observation was to be targeted towards them. The researcher must remain honest about the purpose of her research (Schurink, 2005). The fact that they are students, made them the correct targeted audience for the topic “learning techniques” as students, in general, are likely to benefit at a larger rate regarding this aim.

The researcher maintained the belief of moral obligation not to misuse or misinterpret any person in any way to the best of their ability. It is ethically correct for educational research to be undertaken with respect for people, knowledge, democratic values, and quality of research in terms of the educational sector (McNamee and Bridges, 2002).

What are the difficulties anticipated?

Within this research project, the researcher had understood that one of the major difficulties to face could potentially be participants opting to leave the research project part way through the 6-week observation. This could cause a lack of authenticity as initial data will be based on certain individuals however the further data analysis will be based on slightly differentiating groups. The fact that groups could change would cause the evidence gathered to be deemed as invalid hence the researcher aimed to eliminate this difficulty to the best of their ability.

Before consent forms (see appendix 2) were asked to be handed back to the researcher, a clear explanation was given emphasizing only to return the consent form when certain to remain with the observation for the entirety of the 6 weeks. Although the observation allowed volunteers to drop out when desired – it was encouraged for participants to be certain with their final decisions despite a potential occurrence of unforeseen circumstances.

Morley (1996) mentioned the importance of a researcher being aware of his/her responses, beliefs, and prejudices. Therefore, the researcher was careful to identify her own beliefs and assumptions before the start of the observation to ensure any self-influenced results would not be documented to invalidate any results. However, it is possible that some unconscious responses could be issued. This could reduce the accuracy of the action research – incorporating subtle differences between the truth and the results within data.

Action plan:

• • Week 1 – consent forms (see Appendix 2) issued to the 50 students selected to be the targeted group by the researcher.
    • Begin the VARK questionnaire and open-ended and closed questions (see appendix 3,4,5).
    • Begin Teacher-written record comparing the completed VARK questionnaire to how targeted individuals work within the class. Week 2 – consent forms of 44 students who came back agreeing to be part of the study with the researcher.
    • Weekly informal assessment: in which the teacher aims to teach the same information but presents it in an image, an instruction, and an audio tool. Students decided which form of learning tool they learned best from and reported to the researcher (Olson,2006). The researcher documents this in written form (informal assessment)Week 3/4 – continue teacher written record until completed for all targeted students.
  • Week 5/6 – 4 groups consisting of 11 students each were placed into groups depending on their results of being visual learners, auditory learners, kinaesthetic learners, and mixed learners.

The researcher taught all groups the same information using images, videos, physical practical explanations, and a variety of learning styles. An assessment before and after learning styles were implemented, were recorded and documented as data.

Learning Modalities

The researcher differentiated how Visual, Auditory and Kinesthetic factors could be incorporated. The resources that would aid learning style preferences were taken into consideration.