sample research proposal in physical education

Physical Education Research Paper Topics

In this guide on physical education research paper topics , we explore a wide range of subjects that delve into the field of physical education. Whether you’re a student studying education or a researcher in the field, this comprehensive list of topics is designed to inspire and guide you in your research endeavors. From examining the impact of physical activity on academic performance to analyzing the effectiveness of different teaching methods in physical education, these research paper topics offer a diverse range of areas to explore.

100 Physical Education Research Paper Topics

Exploring the diverse facets of physical education through research papers offers a unique opportunity to delve deeper into the field and contribute to the growing body of knowledge. To assist you in this endeavor, we have compiled a comprehensive list of physical education research paper topics. These topics span various areas of interest, from the impact of physical education on mental health to the integration of technology in physical education curricula. Each category contains 10 stimulating and thought-provoking physical education research paper topics, providing you with a wide range of options to explore and develop your research.

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Physical Education Curriculum and Instruction

• The integration of technology in physical education curricula.
• The impact of standardized testing on physical education programs.
• Strategies for promoting inclusivity and diversity in physical education classes.
• The role of assessment and feedback in enhancing student learning in physical education.
• The effectiveness of different teaching methods in physical education.
• Examining the relationship between physical education and academic performance.
• Addressing gender disparities in physical education participation and achievement.
• Incorporating cultural competency in physical education curricula.
• The influence of teacher-student relationships on student engagement in physical education.
• Exploring the role of outdoor education in physical education programs.

Physical Activity and Health

• Investigating the effects of physical activity on mental health and well-being.
• The relationship between physical activity and obesity rates among children and adolescents.
• Analyzing the impact of physical activity on cardiovascular health.
• Exploring the role of physical activity in reducing the risk of chronic diseases.
• Investigating the psychological benefits of regular physical activity.
• The impact of physical activity interventions on sedentary behavior.
• Examining the relationship between physical activity and cognitive function.
• Analyzing the influence of physical activity on sleep patterns.
• Exploring the role of physical activity in promoting healthy aging.
• Investigating the socio-economic factors influencing physical activity participation.

Sports Psychology and Performance

• Understanding the psychological factors influencing sports performance.
• Examining the role of motivation in sports participation and performance.
• Analyzing the impact of imagery and visualization techniques on athletic performance.
• Investigating the effects of stress and anxiety on sports performance.
• Exploring the psychological benefits of team sports participation.
• The influence of leadership styles on team cohesion and performance.
• Analyzing the role of self-confidence in sports performance.
• Understanding the psychological challenges faced by athletes with disabilities.
• Investigating the relationship between personality traits and sports performance.
• Exploring the effects of psychological interventions on sports performance enhancement.

Exercise Physiology and Biomechanics

• Investigating the physiological adaptations to different types of exercise.
• Analyzing the biomechanics of specific movements in sports and exercise.
• Exploring the effects of different training modalities on muscle strength and endurance.
• The role of nutrition in exercise performance and recovery.
• Investigating the effects of high-intensity interval training on cardiovascular fitness.
• Analyzing the biomechanical factors influencing running gait and performance.
• Exploring the physiological responses to altitude training.
• Investigating the effects of aging on exercise capacity and performance.
• Analyzing the impact of environmental factors on exercise performance.
• Understanding the role of genetics in exercise physiology and performance.

Adapted Physical Education

• Examining the benefits and challenges of inclusive physical education programs.
• The role of assistive technology in facilitating physical education for individuals with disabilities.
• Investigating the effectiveness of adapted physical education interventions.
• Exploring strategies for promoting social inclusion in adapted physical education.
• Analyzing the impact of inclusive physical education on self-esteem and self-efficacy.
• Understanding the experiences and perceptions of individuals with disabilities in physical education.
• Investigating the role of community partnerships in supporting adapted physical education.
• Examining the professional development needs of physical education teachers in inclusive settings.
• Analyzing the influence of policy and legislation on the provision of adapted physical education.
• Exploring the role of peer support in enhancing the participation of individuals with disabilities in physical education.

Physical Education Pedagogy and Teacher Training

• Investigating the impact of professional development programs on physical education teacher effectiveness.
• Exploring the use of technology in enhancing physical education pedagogy.
• Analyzing the role of reflection and self-assessment in physical education teacher development.
• Investigating the factors influencing physical education teacher job satisfaction.
• Understanding the challenges faced by physical education teachers in multicultural classrooms.
• Examining the relationship between teacher-student interaction and student engagement in physical education.
• Exploring effective strategies for managing behavior in physical education classes.
• Analyzing the impact of mentoring and coaching on physical education teacher development.
• Investigating the influence of school climate on physical education teacher motivation and performance.
• Exploring the integration of social-emotional learning in physical education curricula.

Physical Education Policy and Advocacy

• Analyzing the impact of policy on the provision of physical education in schools.
• Investigating the role of advocacy organizations in promoting quality physical education programs.
• Understanding the factors influencing physical education policy adoption and implementation.
• Examining the relationship between physical education policies and student health outcomes.
• Analyzing the impact of budgetary constraints on the quality of physical education programs.
• Investigating the role of community partnerships in supporting physical education initiatives.
• Exploring strategies for promoting physical education policy reform.
• Understanding the influence of parental involvement on physical education policy and practice.
• Analyzing the effects of policy changes on physical education teacher preparation programs.
• Investigating the perceptions and attitudes of stakeholders towards physical education policies.

Assessment and Evaluation in Physical Education

• Analyzing the effectiveness of different assessment methods in physical education.
• Investigating the use of technology in assessing physical education outcomes.
• Exploring the role of self-assessment and peer assessment in physical education.
• Understanding the challenges and opportunities of authentic assessment in physical education.
• Analyzing the impact of assessment practices on student motivation and engagement in physical education.
• Investigating the alignment between physical education curriculum, instruction, and assessment.
• Exploring the role of formative assessment in enhancing student learning in physical education.
• Understanding the influence of standardized testing on physical education assessment practices.
• Investigating the relationship between assessment practices and equity in physical education.
• Analyzing the use of data-driven decision-making in improving physical education programs.

Physical Education and Technology

• Investigating the use of wearable devices in monitoring physical activity and fitness levels.
• Exploring the impact of virtual reality and augmented reality in physical education.
• Analyzing the role of mobile applications in promoting physical activity and health.
• Understanding the benefits and challenges of online physical education courses.
• Investigating the use of gamification in enhancing student engagement in physical education.
• Exploring the influence of exergaming on physical activity participation.
• Analyzing the effectiveness of technology-mediated feedback in physical education.
• Investigating the role of social media in promoting physical activity and healthy lifestyles.
• Understanding the integration of technology in physical education teacher preparation programs.
• Exploring the ethical considerations of using technology in physical education.

Physical Education and Social Justice

• Analyzing the relationship between physical education and social inequality.
• Investigating the experiences and perceptions of marginalized groups in physical education.
• Exploring strategies for promoting social justice in physical education curricula.
• Understanding the role of physical education in fostering cultural competence and inclusion.
• Investigating the impact of gender norms on physical education experiences.
• Analyzing the influence of socioeconomic status on access to quality physical education.
• Exploring the intersectionality of race, gender, and physical education experiences.
• Investigating the role of physical education in promoting social-emotional well-being and resilience.
• Analyzing the impact of inclusive policies and practices on social justice in physical education.
• Understanding the challenges and opportunities of integrating social justice in physical education pedagogy.

The comprehensive list of physical education research paper topics presented here is just the beginning of your research journey. Delve into the categories, choose a topic that resonates with your interests, and embark on a fascinating exploration of the subject matter. Remember to consider the relevance, significance, and feasibility of your chosen topic, and conduct thorough research to develop a well-informed and insightful research paper. Whether you seek to uncover the benefits of physical activity or analyze the effectiveness of different teaching methods, these topics will inspire you to expand your understanding of physical education and contribute to the advancement of knowledge in the field.

Physical Education Research Guide

Welcome to the world of physical education research! This page serves as a valuable resource for students and researchers in the field of education who are eager to explore the realm of physical education through the lens of research papers. Physical education plays a vital role in promoting health, wellness, and overall development among individuals of all ages. It encompasses a wide range of physical education research paper topics, from the impact of physical activity on academic performance to the effectiveness of various teaching approaches in physical education.

The primary objective of this page is to provide you with a comprehensive overview of physical education research paper topics. By delving into these topics, you will gain a deeper understanding of the key issues, theories, and practices within the field. The list of topics is categorized into 10 distinct categories, each offering 10 diverse and thought-provoking research paper ideas. Whether you’re interested in exploring the role of technology in physical education or investigating the social and cultural aspects of sports, you’ll find a wealth of ideas to spark your curiosity and fuel your research journey.

In addition to the extensive list of research paper topics, this page also offers expert advice on how to choose the most appropriate topic for your research project. Selecting a compelling and relevant research topic is essential to ensure the success of your study. Our expert guidance will provide you with valuable insights and practical tips to help you navigate through the multitude of options and select a topic that aligns with your interests, research goals, and academic requirements.

Furthermore, we understand that crafting a research paper can be a challenging task. To support your academic journey, we offer custom writing services that allow you to order a personalized research paper on any physical education topic of your choice. Our team of expert degree-holding writers possesses the knowledge and expertise to deliver high-quality, well-researched papers that meet your specific needs. With our commitment to in-depth research, customized solutions, and adherence to formatting styles such as APA, MLA, Chicago/Turabian, and Harvard, we strive to provide you with a seamless and professional writing experience.

So, whether you’re a student embarking on a research project or a researcher seeking new avenues of exploration, this page is designed to inspire, inform, and empower you in your quest for knowledge in the field of physical education. Let us embark on this exciting journey together as we delve into the fascinating world of physical education research paper topics.

Choosing a Physical Education Topic

When it comes to choosing a research paper topic in the field of physical education, it is crucial to select a subject that aligns with your interests, addresses a relevant issue, and allows for meaningful exploration. To help you make an informed decision, here are ten expert tips on selecting the right physical education research paper topic:

• Identify your passion : Consider the aspects of physical education that you find most fascinating and meaningful. Are you interested in exploring the impact of technology on physical education, the role of physical education in promoting mental health, or the relationship between physical activity and academic performance? By selecting a topic that aligns with your passion, you will be more motivated to dive deep into the research and produce an exceptional paper.
• Stay updated with current literature : Regularly review the latest research articles, books, and journals in the field of physical education. This will help you identify emerging trends, controversial topics, and gaps in existing knowledge, enabling you to choose a research topic that is current and relevant.
• Consider the target population : Physical education encompasses various age groups and populations, including children, adolescents, adults, and individuals with special needs. Reflect on which population interests you the most and tailor your research topic accordingly. For example, you may explore the effectiveness of physical education programs for children with disabilities or the impact of physical activity interventions on older adults’ well-being.
• Delve into emerging areas : Explore emerging areas within physical education that are gaining attention, such as inclusive education, adaptive physical education, or the integration of technology in teaching and learning. By choosing a topic in these emerging areas, you can contribute to the advancement of knowledge in the field.
• Address local or global issues : Consider researching topics that address local or global issues in physical education. For instance, you may examine the impact of socio-cultural factors on physical education participation rates in a specific community or analyze the effects of globalization on physical education curriculum development.
• Consult with experts : Seek guidance from professors, academic advisors, or professionals in the field of physical education. They can provide valuable insights, suggest potential research topics, and help you narrow down your focus based on their expertise and experience.
• Conduct a literature review : Before finalizing your research topic, conduct a comprehensive literature review to identify existing studies, theories, and gaps in knowledge. This will help you refine your research question and ensure that your topic contributes to the existing body of literature.
• Consider research feasibility : Assess the availability of data sources, research methods, and potential challenges associated with your chosen topic. Ensure that you have access to relevant data, research participants (if applicable), and the necessary resources to carry out your study successfully.
• Balance novelty and significance : Strive to find a balance between selecting a novel and unique topic while ensuring its significance within the field of physical education. Aim to choose a topic that adds value to the existing knowledge and has the potential to influence practice or policy in a meaningful way.
• Reflect on personal and professional goals : Consider how your chosen research topic aligns with your personal and professional goals. Will it contribute to your academic and career development? Does it align with your long-term aspirations within the field of physical education? Selecting a topic that resonates with your goals will enhance your motivation and dedication throughout the research process.

Remember, the process of choosing a research paper topic in physical education is iterative. Be open to exploring different ideas, seeking feedback from experts, and refining your topic based on the available resources and research feasibility. By selecting a topic that aligns with your passion, addresses a relevant issue, and has the potential for significant impact, you will be well-equipped to embark on a successful research journey in the field of physical education.

How to Write a Physical Education Research Paper

Writing a research paper in the field of physical education requires careful planning, thorough research, and effective organization of ideas. Here are some essential steps to guide you through the process of writing a compelling and well-structured physical education research paper:

• Understand the assignment : Familiarize yourself with the requirements and guidelines provided by your instructor or educational institution. Pay attention to the research question, formatting style, word count, and any specific instructions or expectations.
• Conduct thorough research : Begin by conducting extensive research on your chosen topic. Utilize various sources such as academic journals, books, reputable websites, and databases to gather relevant and reliable information. Take detailed notes and ensure that you cite your sources accurately.
• Develop a strong thesis statement : Formulate a clear and concise thesis statement that captures the main objective or argument of your research paper. The thesis statement should guide your research and provide a roadmap for the rest of your paper.
• Outline your paper : Create a well-organized outline to structure your research paper. Divide it into sections such as introduction, literature review, methodology, findings, analysis, and conclusion. Outline the main points and supporting evidence you will include in each section.
• Write a compelling introduction : Begin your paper with an engaging introduction that grabs the reader’s attention and provides background information on the topic. Clearly state the purpose of your research, introduce the key concepts, and present your thesis statement.
• Conduct a comprehensive literature review : Dedicate a section of your paper to reviewing relevant literature on the topic. Summarize and analyze existing studies, theories, and perspectives related to your research question. Identify gaps in the literature that your research aims to address.
• Describe your research methodology : Explain the research design, methods, and procedures you used to collect and analyze data. Provide a clear description of the participants, materials, and instruments used. Justify the appropriateness of your chosen methods for addressing your research question.
• Present your findings : Share the results of your research in a clear and organized manner. Use tables, graphs, or charts to present quantitative data and provide detailed descriptions for qualitative data. Analyze and interpret the findings in relation to your research question.
• Discuss the implications and significance : Analyze the implications of your findings and their significance in the field of physical education. Discuss how your research contributes to the existing knowledge, addresses the research question, and impacts practice or policy.
• Conclude your paper effectively : Summarize the main points of your research paper in the conclusion section. Restate your thesis statement and highlight the key findings and implications. Discuss the limitations of your study and suggest areas for further research.
• Revise and edit : Review your research paper thoroughly for clarity, coherence, and logical flow. Check for grammatical and spelling errors, and ensure proper citation of sources using the required formatting style.
• Seek feedback : Before submitting your final paper, seek feedback from peers, professors, or mentors. Incorporate their suggestions and revisions to improve the overall quality of your research paper.

By following these steps and dedicating sufficient time to each stage of the writing process, you can produce a well-researched and well-structured physical education research paper that effectively contributes to the field.

Order a Custom Research Paper

When it comes to writing a research paper in the field of physical education, it is understandable that you may encounter challenges or time constraints. In such cases, you may consider utilizing professional writing services to order a custom education research paper tailored to your specific needs. Our company offers a range of writing services to assist students like you in achieving their academic goals. Here are the key benefits of ordering a custom education research paper from our services:

• Expert degree-holding writers : Our team of writers consists of highly qualified professionals with advanced degrees in the field of education. They have extensive knowledge and experience in conducting research and writing academic papers, ensuring the highest quality of work.
• Custom written works : We understand the importance of originality in academic writing. Each research paper we deliver is custom-written from scratch, tailored to your specific requirements and guidelines. Our writers conduct thorough research and utilize credible sources to ensure the uniqueness and authenticity of your paper.
• In-depth research : Our writers have access to a wide range of academic resources and databases, enabling them to conduct in-depth research on your chosen topic. They will gather relevant and up-to-date information to support the arguments and claims in your research paper.
• Custom formatting : Our writers are well-versed in various formatting styles commonly used in academic writing, including APA, MLA, Chicago/Turabian, and Harvard. They will ensure that your research paper adheres to the required formatting guidelines.
• Top quality and customized solutions : We prioritize quality and strive to deliver research papers that meet the highest standards. Our writers pay attention to every detail of your requirements and instructions, ensuring a customized solution that reflects your unique perspective and academic level.
• Flexible pricing : We understand that as a student, you may have budget constraints. That’s why we offer flexible pricing options to accommodate your financial needs. Our pricing structure is transparent and competitive, ensuring that you receive excellent value for your investment.
• Short deadlines : If you are facing a tight deadline, our writing services can assist you. We offer short turnaround times, allowing you to place an order with a deadline as short as 3 hours. Our efficient and dedicated team will ensure that your research paper is delivered to you promptly, without compromising on quality.
• Timely delivery : We understand the importance of meeting deadlines. Our writing services prioritize timely delivery, ensuring that you receive your completed research paper within the agreed-upon timeframe.
• Absolute privacy : We prioritize the privacy and confidentiality of our clients. Your personal information and the details of your order will be handled with the utmost confidentiality and will not be shared with any third parties.
• Easy order tracking : Our user-friendly platform allows you to easily track the progress of your order. You can communicate directly with your assigned writer, providing clarifications or additional instructions as needed.
• 24/7 support : Our customer support team is available 24/7 to address any questions or concerns you may have throughout the process. We are here to provide prompt and reliable assistance whenever you need it.
• Money-back guarantee : We are committed to your satisfaction. If, for any reason, you are not satisfied with the quality of the delivered research paper, we offer a money-back guarantee, ensuring that you have a risk-free experience.

Ordering a custom education research paper from our writing services can provide you with the support and expertise you need to excel in your academic endeavors. Our professional writers will work closely with you to ensure that your research paper meets your expectations and fulfills the requirements of your assignment. Take advantage of our services and experience the benefits of a well-crafted and meticulously researched education research paper.

Take Your Physical Education Research Paper to the Next Level

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To take advantage of our writing services, simply visit our website and place an order. Our user-friendly platform makes it easy to submit your paper details and provide any specific instructions or guidelines. You will have the opportunity to select a writer who specializes in physical education or related fields, ensuring that your research paper is in capable hands.

By choosing iResearchNet, you can benefit from our expert degree-holding writers, customized solutions, and in-depth research. We guarantee top-quality work that is formatted according to your preferred style, whether it’s APA, MLA, Chicago/Turabian, or Harvard.

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Physical Education Dissertation Topics

Published by Grace Graffin at January 5th, 2023 , Revised On May 2, 2024

Due to the growing importance of physical education, a majority of educational institutions have introduced it as a subject that students can choose as their major for their graduation. However, what comes with it is submitting a dissertation to complete your degree.

As a student of physical education, you might be in limbo as to which topic you should choose for your dissertation that is unique and relevant. After all, your future is dependent on it. Choosing the right dissertation topic is the first step toward writing a powerful dissertation that is accepted by your professors.

When choosing a physical education dissertation topic, you need to keep in mind that the topic is current, unique and adds value to what you have learned. To help you with the process of choosing the right topic, this blog contains a list of physical education dissertation topics.

You may also want to start your dissertation by requesting a brief research proposal from our writers on any of these topics, which includes an introduction to the problem, research question, aim and objectives, literature review, and the proposed methodology of research to be conducted. Let us know if you need any help in getting started.

Check our example dissertation to get an idea of how to structure your dissertation .

You can review step by step guide on how to write your dissertation here .

Also read: Education dissertation topics , healthcare dissertation topics , and nursing dissertation topics .

Latest Physical Education Dissertation Topics

Topic 1: investigating the impacts of improving physical education in schools on the development of children’s confidence, endurance and quick integration capability..

Research Aim: The present study aims to investigate the impacts of improving physical education in schools for developing children’s confidence, endurance, and quick integration capability.

Objectives:

• To analyse the importance of physical education in schools for proper growth of children.
• To examine how advanced physical education in schools helps children to develop their confidence, endurance, and quick integration capacity.
• To recommend what can be involved in physical education for improvement that may help develop confidence, endurance, and quick integration capacity of children.

Topic 2: Analysing different types of fine motor activities to help myriad health issues – a study on autistic children in the UK.

Research Aim: The present study aims to explain different types of fine motor activities that help address various health issues, as this study will specifically focus on autistic children in the UK.

• To share comprehensive knowledge about different types of fine motor activities.
• To explain the benefits of practising fine motor activities in addressing different health issues referring to the problem of autism in children in the UK.
• To provide a set of recommendations for the advancement of fine motor activities to address the health problem of autistic children in the UK.

Topic 3: Examining the significance of integrating physical education in the Montessori curriculum in the UK.

Research Aim: The present study aims to explicate the significance of integrating physical education into the Montessori curriculum in the UK.

• To explain the benefits of physical education in school for the growth of students.
• To comprehend the importance of integrating physical education in the Montessori curriculum in the UK.
• To share ideas about how physical education can be integrated and practised in the Montessori curriculum in the UK.

Topic 4: A study on the use of health rate monitors and health tracking to support the practices of advanced physical education.

Research Aim: The present study aims to explicate the usefulness of heath rate monitors and health tracking that support the practices of advanced physical education.

• To describe the usefulness of health rate monitors and health tracking equipment.
• To interpret the role of health monitors and health tracking to support improved practices in physical education.
• To recommend strategies for how health rate monitors and health tracking can be used to get the best possible results in physical education.

Topic 5: Exploring the increasing trend of computer-based fitness programs in the UK – a study on people’s changing behaviour during lockdown.

Research Aim: The present study aims to explore the increasing trend of computer-based fitness programs in the UK and will focus on people’s changing behaviour during the lockdown.

• To explain the effectiveness of computer-based fitness programs and their health benefits.
• To examine how computer-based fitness programs are becoming an increasing trend and popular during the lockdown.
• To suggest strategies for advanced computer-based fitness programs that can help address the changing behaviour of people during the lockdown.

More Physical Education Dissertation Topics

Topic 1: modern physical education versus the traditional physical education – a comparison.

Research Aim: The main aim of this research will be to compare the traditional physical education programs and the ones in place today. The research will start by talking about the traditional physical education programs and then introduce the ones that are being practised today. It will then move towards comparing programs one by one. The research will use a secondary data collection method to analyse already published data and conclude which physical education is better.

Topic 2: Assessing the Impact of Physical Education on Mental Health

Research Aim: This research will aim to explore the impact of physical education on mental health. There is a lot of evidence that physical education has a positive impact on the mental health of individuals, and this research will aim to assess the impact of the same. Existing research will be analysed in order to do an in-depth study into the impact of physical education on mental health.

Topic 3: Analysing Student Behavior and Engagement in Physical Education Classes

Research Aim: Physical Education classes have been a part of the academic system for years now; however, the understanding and concept of this education are changing. More and more institutions are now emphasising these classes and promoting physical education among students. This research will explore student behaviour and engagement in physical education classes and will suggest effective ways to enhance and increase engagement.

Topic 4: Planning Physical Education Programs to Produce Effective Results

Research Aim: The main aim of this research will be to understand how physical education programs should be planned in order to produce results that are effective for students. The study will assess currently planned programs in order to evaluate how these should be changed for the better and how they can help produce effective results.

Topic 5: Role of Teachers in Enhancing Students’ Engagement in Physical Education Lessons

Research Aim : Teachers always play an important role in academics. This research will explore how important teachers are in physical education in enhancing students’ engagement towards exercise. Given the benefits of physical education, it is essential for teachers to make sure that the right strategies are devised to drive students’ engagement, and the same will be assessed and analysed in this research. The study will also provide effective strategies that teachers should implement in order to produce effective results from student engagement.

Topic 6: Should Physical Education Lessons Differ for Males and Females?

Research Aim: A lot is argued about the physical education curriculum and that lessons should differ for males and females. This research will deep dive into the different lessons that are offered, and based on the analysis, the research will conclude if lessons should differ for males and females. The study will be based on secondary data.

Topic 7: Do Physical Education Classes Promote the Importance of a Healthy Lifestyle?

Research Aim: It is believed that physical education classes promote a healthy lifestyle; however, there is no authentic evidence. This research will aim to prove whether physical education promotes a healthy lifestyle or not. In either case, the research will analyse the impact of physical education on individuals’ lifestyles and how it helps them improve their way of living.

Topic 8: Physical Education and Technology – How Well do the Two Integrate?

Research Aim: Just like other forms of education, physical education and technology integrate well together. With the help of technology, physical education is offered using various aids, for example, visual aids, online classes, examples videos available online and much more. This research will assess how well physical education is offered with the help of technology and how it helps individuals gain access to effective lessons.

Topic 9: Assessing the Effectiveness of Virtual Physical Education Classes

Research Aim: Online physical education classes have emerged popular in the past year. With the pandemic’s major reason, virtual classes have opened a new avenue for physical education classes. This research will aim to assess how effective virtual physical education classes have been and how they have helped in enhancing students’ engagement and interest in these classes.

Topic 10: Accountability in Physical Education Lessons – How do Students Respond?

Research Aim: Just like all other classes hold students responsible and accountable for their learning, physical education should also follow the same pattern. While a lot of people argue against this, this research will weigh both sides. It will discuss and assess the pros and cons of holding students accountable for their physical education and will also talk about how students respond to accountability in these classes.

How Can ResearchProspect Help?

ResearchProspect writers can send several custom topic ideas to your email address. Once you have chosen a topic that suits your needs and interests, you can order for our dissertation outline service which will include a brief introduction to the topic, research questions , literature review , methodology , expected results and conclusion . The dissertation outline will enable you to review the quality of our work before placing the order for our full dissertation writing service !

Topic 11: Devising Strategies for Different Levels of Physical Education

Research Aim: This research will discuss the various strategies that are needed for devising physical education lessons for different classes. The study will talk about how different grades require a different level of physical education and will then present useful strategies that teachers can devise according to the grade and students’ age.

Topic 12: Should Universities Include Physical Education Lessons in their Curriculum?

Research Aim: Usually, physical education is not a part of universities’ curriculum. It is found in schools’ curricula or colleges, at best. This research will argue whether physical education should be introduced in all universities or not. It will present arguments for both sides, and based on the debate, the study will conclude as to whether introducing physical education in all universities’ curriculum is feasible or not.

Topic 13: Assessing Different Physical Education Teaching Styles and their Impact on Students

Research Aim: Just like the regular subject teachers, physical education teachers also have their own style, and each teacher is different from the other. This research will talk about the set of characteristics and traits that a physical education teacher should possess in order to produce results. The study will also assess the impact of different teaching styles on students to give an in-depth idea as to which style is effective and should be adopted.

Topic 14: Exploring the Challenges in Physical Education Lessons

Research Aim: Physical education comes with its own set of challenges. Not all students are interested in taking these classes; some of them are irregular, some do not respond well, and others do not take instructions seriously. On the flip side, there are challenges related to the instructors as well. This research will discuss challenges on both sides of the coin and will suggest how these challenges can be handled effectively.

Topic 15: Understanding the association between Counseling and Physical Education Lessons

Research Aim: Physical education is often linked to mental health. A lot of people argue that physical education is essential for people seeking help for their mental health. Thus, this research will go a step ahead and will aim to understand the relationship between counselling and physical education. It will aim to conduct interviews with people who are attending counselling sessions as well as physical education lessons to improve their mental health.

Topic 16: Diet, Physical Education, and Health – How are the three interlinked?

Research Aim: A common misconception is that physical education is all about exercise and sports. This research will aim to bust this myth and show how diet and overall health (mental and physical) are linked to physical education. The study will discuss how the three go hand-in-hand and how one leads to another.

Topic 17: Does Physical Education Enhance Students’ Academic Career?

Research Aim: While physical education does improve an individual’s well-being, does it enhance a student’s academic career as well? This research will aim to understand the same. This thesis will explore how physical education can or cannot help a student achieve his/her academic goals.

Topic 18: Impact of Physical Education on Personality Development – An Analysis

Research Aim: Physical education builds character and develops an individual’s personality, as well. This research will analyse the same and understand how physical education helps in personality development and why educational institutions emphasise and include physical education in their curriculum. The study will assess students who are a part of physical education lessons versus students who are only involved in academics and will then compare the results.

Topic 19: Studying the Impact of Introducing Physical Education in Students’ Early Years

Research Aim: Physical education should be introduced early in a student’s academic life. This is argued by a lot of physical education proponents. This research will study this claim and find out how effective it is for students to be introduced to physical education early in their academic life.

Topic 20: Comparing the Benefits and Challenges of Physical Education

Research Aim: Not many people favour physical education as a subject in schools and colleges. This research will aim to compare the benefits and challenges of physical education lessons by discussing the pros and cons. It will then conclude whether physical education is beneficial for students or not.

Topic 21: The Role of Gender in Employing Physical Education

Research Aim: This research investigates the influence of gender on employment patterns, opportunities, and challenges within the field of physical education. The study focuses on understanding disparities and potential strategies for achieving greater gender equity in employment.

Topic 22: The Impact of Physical Education in Reducing Obesity in Students

Research Aim: This study examines the effectiveness of physical education programs in reducing obesity among students. The research also explores the various components of these programs, such as curriculum design, duration, intensity, and extracurricular support. It aims to identify the key factors that contribute to successful obesity reduction outcomes and to provide evidence-based recommendations for optimising physical education interventions to combat obesity effectively in school-aged children.

Topic 23: Exploring the Impact of Visual Aids in PE Teaching

Research Aim: This study investigates the impact of incorporating visual aids in physical education (PE) teaching practices. It seeks to explore how visual aids, like videos influence student engagement and the overall effectiveness of PE instruction. Additionally, the research aims to identify best practices for integrating visual aids into PE curriculum and pedagogy. It offers insights to enhance teaching methods and improve the learning experience for students in physical education settings.

Topic 24: Investigating the Impact of Virtual Physical Education Classes

Research Aim: This research investigates the impact of virtual physical education (PE) classes on student engagement and physical activity levels. It seeks to explore how virtual PE instruction affects achieving learning outcomes comparable to traditional in-person classes. The study further examines virtual PE’s potential benefits and challenges, including accessibility, technology integration, and instructor-student interactions. 

Topic 25: An Analysis of the Physical and Mental Health of Students After PE

Research Aim: This study aims to conduct an analysis of the physical and mental health outcomes of students following participation in physical education (PE) classes. It explores the immediate and long-term effects of PE on physical fitness, cardiovascular health, mental well-being, and academic performance. Additionally, it explores factors influencing these outcomes, such as the intensity and duration of PE sessions and instructor effectiveness. 

Topic 26: Exploring the Need for Physical Education at the College Level to Improve the Mental Health of Students

Research Aim: This research explores the importance of physical education (PE) programs at the college level in enhancing the mental health of students. It investigates the benefits of incorporating physical activity into college curricula, including its impact on stress reduction, mood regulation, and overall psychological well-being. The research also identifies barriers and facilitators to implementing PE initiatives in higher education settings and assesses student attitudes and perceptions towards such programs. 

Topic 27: Investigating How Physical Activity Can Improve the Immune System in Adults

Research Aim: This study investigates the relationship between physical activity and immune system function in adults. It explores the impact of regular exercise on various aspects of immune function, including immune cell activity and susceptibility to infectious diseases. Additionally, the research examines mechanisms underlying the immunomodulatory effects of physical activity, such as changes in inflammation levels and metabolic health.

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Home > USC Columbia > Education, College of > Physical Education > Physical Education Theses and Dissertations

Physical Education Theses and Dissertations

Theses/dissertations from 2022 2022.

Elucidating the Interdependence of Motor-Cognitive Development and Performance , Thomas Cade Abrams

Evaluation of the Throw-Catch Assessment , Bryan Terlizzi

Theses/Dissertations from 2021 2021

Develop or Diminish? An Exploration of Adolescent Athlete Flow Experiences , Hayes Mayfield Bennett

Three Studies Investigating Comprehensive School Physical Activity Program-Aligned Opportunities To Enhance Students’ Physical Education Learning , Jongho Moon

Relationship of General Athletic Performance Markers to Intra-Team Ranking Of Sport Performance , Steven Keith Scruggs II

Theses/Dissertations from 2020 2020

Elementary Physical Education Teacher Perceptions of Motor Skill Assessment , Jenna Fisher

Motor Competence and Quality of Life in Youth with Cancer and Visual Impairments , Emily N. Gilbert

Two Studies of Inclusive and Augmented Physical Education , Matthew Patey

Functional Motor Competence and Physical Military Readiness , Kyle Silvey

The Tripartite Model of Efficacy Beliefs for Youth With Visual Impairments , Alexandra Stribing

Theses/Dissertations from 2019 2019

United States Principals’ Involvement in Comprehensive School Physical Activity Programs: A Social-Ecological Perspective , Karie Lee Orendorff

Multidimenstional Balance in Youth with Visual Impairments , Adam Pennell

Two Studies Conceptualizing Physical Literacy for Assessment of High School Students in the United States , Chelsee Shortt

Theses/Dissertations from 2018 2018

New Insight For Activity Intensity Relativity: Metabolic Expenditure During Object Projection Skill Performance , Ryan S. Sacko

Three Studies Concerning Movement Integration In Low Socioeconomic Elementary School Classrooms , Gregory L. Stewart

The Effects of an Integrative Universally Designed Motor Skill Intervention across General, Inclusion, and Self-Contained Early Childhood Center Classrooms , Sally A. Taunton

Theses/Dissertations from 2017 2017

Two Studies of Partnership Approaches to Comprehensive School Physical Activity Programming: A Process Evaluation and a Case Study , Catherine A. Egan

Three Studies Of Service-Learning As An Approach To Movement Integration In Elementary Classrooms , Robert D. Michael, Jr.

Functional Motor Competence, Health-Related Fitness, and Injury in Youth Sport , Craig Elliott Pfeifer

Branded for Success: A Longitudinal Examination of Brand Associations as Drivers of Team Identification for a New Sport Brand , Henry Wear

Theses/Dissertations from 2016 2016

Examing Supine-To-Stand As A Measure Of Functional Motor Competence And Health Across The Lifespan , Danielle Rene Nesbitt

Theses/Dissertations from 2015 2015

Hypertension Health Behavior Change and Older Adults: the effect of an Appreciative Education Approach , Mary Katherine Benya

Preservice Physical Education Teacher’s Value Orientations across the Student Teaching Semester , Heesu Lee

The Subjective Warrant for Teaching Physical Education in South Carolina , Matthew Blake Lineberger

Integration of Impulse-Variability Theory and the Speed-Accuracy Trade-Off in Children's Multijoint Ballistic Skill Performance , Sergio Lupe Molina

Two Studies To Inform Comprehensive School Physical Activity Programming: A Systematic Review of Program Effectiveness and the Development of an Observational Measure for Classroom-Based Physical Activity Promotion , Laura B. Russ

Theses/Dissertations from 2014 2014

Impact of an Educational Gymnastics Course on the Motor Skills and Health-Related Fitness Components of Physical Education Teacher Education Students , Liana Webster

DESCRIPTION OF THE PRACTICE HISTORIES AND KNOWLEDGE STRUCTURES OF HIGH SCHOOL BASEBALL PLAYERS , Benjamin Joseph Wellborn

Theses/Dissertations from 2013 2013

A Case Study Seeking Indicators of Coherence in a PETE Program , Robert John Doan

The Effects of Attentional Focus Cues and Feedback On Motor Skill Learning In Children , Melanie Elizabeth Perreault

Theses/Dissertations from 2012 2012

Retrospective Practice Histories of Division I and Division II Female Basketball Players in the Carolinas , Anthony Steven Smith

Theses/Dissertations from 2011 2011

A Comparison of Selected Supervisory Skills of Content Specialist and Non-content Specialist University Supervisors , Kevin Paul Hunt

Developmental Trends In the Dance Performance of Children Age Six to Nine , Stephanie L. Little

Time to Sodium Absorption At Rest Between Three Different Beverages , Rachel Leanne Sharpe

Theses/Dissertations from 2010 2010

Retrospective Practice Histories of Expert and Novice Baseball Pitchers , Robert M. Cathey

An Examination of Student Situational Interest and Contextual Variable Preference in Physical Education , Rachel Lynn Harvey

Teaching Behaviors, Student Motivation and Achievement In the Learning Domains of Physical Education , Jody Leigh Langdon

Comparison of Instruments to Assess Clinical Behavior In Athletic Training Education , Joseph M. Murphy

The Coach-Athlete Dyad and the Basic Psychological Needs In American Collegiate Athletics , Raylene Ross

Theses/Dissertations from 2009 2009

The Effect of Uncompensable Heat Stress On Fatigue, Physiological, and Perceptual Measures , Charles C. Emerson

The Relationship Between Sodium Concentrations and Common Clinical Hydration Measures During Exercise , Dawn Marie Minton

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17 Research Proposal Examples

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

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A research proposal systematically and transparently outlines a proposed research project.

The purpose of a research proposal is to demonstrate a project’s viability and the researcher’s preparedness to conduct an academic study. It serves as a roadmap for the researcher.

The process holds value both externally (for accountability purposes and often as a requirement for a grant application) and intrinsic value (for helping the researcher to clarify the mechanics, purpose, and potential signficance of the study).

Key sections of a research proposal include: the title, abstract, introduction, literature review, research design and methods, timeline, budget, outcomes and implications, references, and appendix. Each is briefly explained below.

Watch my Guide: How to Write a Research Proposal

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Research Proposal Sample Structure

Title: The title should present a concise and descriptive statement that clearly conveys the core idea of the research projects. Make it as specific as possible. The reader should immediately be able to grasp the core idea of the intended research project. Often, the title is left too vague and does not help give an understanding of what exactly the study looks at.

Abstract: Abstracts are usually around 250-300 words and provide an overview of what is to follow – including the research problem , objectives, methods, expected outcomes, and significance of the study. Use it as a roadmap and ensure that, if the abstract is the only thing someone reads, they’ll get a good fly-by of what will be discussed in the peice.

Introduction: Introductions are all about contextualization. They often set the background information with a statement of the problem. At the end of the introduction, the reader should understand what the rationale for the study truly is. I like to see the research questions or hypotheses included in the introduction and I like to get a good understanding of what the significance of the research will be. It’s often easiest to write the introduction last

Literature Review: The literature review dives deep into the existing literature on the topic, demosntrating your thorough understanding of the existing literature including themes, strengths, weaknesses, and gaps in the literature. It serves both to demonstrate your knowledge of the field and, to demonstrate how the proposed study will fit alongside the literature on the topic. A good literature review concludes by clearly demonstrating how your research will contribute something new and innovative to the conversation in the literature.

Research Design and Methods: This section needs to clearly demonstrate how the data will be gathered and analyzed in a systematic and academically sound manner. Here, you need to demonstrate that the conclusions of your research will be both valid and reliable. Common points discussed in the research design and methods section include highlighting the research paradigm, methodologies, intended population or sample to be studied, data collection techniques, and data analysis procedures . Toward the end of this section, you are encouraged to also address ethical considerations and limitations of the research process , but also to explain why you chose your research design and how you are mitigating the identified risks and limitations.

Timeline: Provide an outline of the anticipated timeline for the study. Break it down into its various stages (including data collection, data analysis, and report writing). The goal of this section is firstly to establish a reasonable breakdown of steps for you to follow and secondly to demonstrate to the assessors that your project is practicable and feasible.

Budget: Estimate the costs associated with the research project and include evidence for your estimations. Typical costs include staffing costs, equipment, travel, and data collection tools. When applying for a scholarship, the budget should demonstrate that you are being responsible with your expensive and that your funding application is reasonable.

Expected Outcomes and Implications: A discussion of the anticipated findings or results of the research, as well as the potential contributions to the existing knowledge, theory, or practice in the field. This section should also address the potential impact of the research on relevant stakeholders and any broader implications for policy or practice.

References: A complete list of all the sources cited in the research proposal, formatted according to the required citation style. This demonstrates the researcher’s familiarity with the relevant literature and ensures proper attribution of ideas and information.

Appendices (if applicable): Any additional materials, such as questionnaires, interview guides, or consent forms, that provide further information or support for the research proposal. These materials should be included as appendices at the end of the document.

Research Proposal Examples

Research proposals often extend anywhere between 2,000 and 15,000 words in length. The following snippets are samples designed to briefly demonstrate what might be discussed in each section.

1. Education Studies Research Proposals

See some real sample pieces:

• Assessment of the perceptions of teachers towards a new grading system
• Does ICT use in secondary classrooms help or hinder student learning?
• Digital technologies in focus project
• Urban Middle School Teachers’ Experiences of the Implementation of
• Restorative Justice Practices
• Experiences of students of color in service learning

Consider this hypothetical education research proposal:

The Impact of Game-Based Learning on Student Engagement and Academic Performance in Middle School Mathematics

Abstract: The proposed study will explore multiplayer game-based learning techniques in middle school mathematics curricula and their effects on student engagement. The study aims to contribute to the current literature on game-based learning by examining the effects of multiplayer gaming in learning.

Introduction: Digital game-based learning has long been shunned within mathematics education for fears that it may distract students or lower the academic integrity of the classrooms. However, there is emerging evidence that digital games in math have emerging benefits not only for engagement but also academic skill development. Contributing to this discourse, this study seeks to explore the potential benefits of multiplayer digital game-based learning by examining its impact on middle school students’ engagement and academic performance in a mathematics class.

Literature Review: The literature review has identified gaps in the current knowledge, namely, while game-based learning has been extensively explored, the role of multiplayer games in supporting learning has not been studied.

Research Design and Methods: This study will employ a mixed-methods research design based upon action research in the classroom. A quasi-experimental pre-test/post-test control group design will first be used to compare the academic performance and engagement of middle school students exposed to game-based learning techniques with those in a control group receiving instruction without the aid of technology. Students will also be observed and interviewed in regard to the effect of communication and collaboration during gameplay on their learning.

Timeline: The study will take place across the second term of the school year with a pre-test taking place on the first day of the term and the post-test taking place on Wednesday in Week 10.

Budget: The key budgetary requirements will be the technologies required, including the subscription cost for the identified games and computers.

Expected Outcomes and Implications: It is expected that the findings will contribute to the current literature on game-based learning and inform educational practices, providing educators and policymakers with insights into how to better support student achievement in mathematics.

2. Psychology Research Proposals

See some real examples:

• A situational analysis of shared leadership in a self-managing team
• The effect of musical preference on running performance
• Relationship between self-esteem and disordered eating amongst adolescent females

Consider this hypothetical psychology research proposal:

The Effects of Mindfulness-Based Interventions on Stress Reduction in College Students

Abstract: This research proposal examines the impact of mindfulness-based interventions on stress reduction among college students, using a pre-test/post-test experimental design with both quantitative and qualitative data collection methods .

Introduction: College students face heightened stress levels during exam weeks. This can affect both mental health and test performance. This study explores the potential benefits of mindfulness-based interventions such as meditation as a way to mediate stress levels in the weeks leading up to exam time.

Literature Review: Existing research on mindfulness-based meditation has shown the ability for mindfulness to increase metacognition, decrease anxiety levels, and decrease stress. Existing literature has looked at workplace, high school and general college-level applications. This study will contribute to the corpus of literature by exploring the effects of mindfulness directly in the context of exam weeks.

Research Design and Methods: Participants ( n= 234 ) will be randomly assigned to either an experimental group, receiving 5 days per week of 10-minute mindfulness-based interventions, or a control group, receiving no intervention. Data will be collected through self-report questionnaires, measuring stress levels, semi-structured interviews exploring participants’ experiences, and students’ test scores.

Timeline: The study will begin three weeks before the students’ exam week and conclude after each student’s final exam. Data collection will occur at the beginning (pre-test of self-reported stress levels) and end (post-test) of the three weeks.

Expected Outcomes and Implications: The study aims to provide evidence supporting the effectiveness of mindfulness-based interventions in reducing stress among college students in the lead up to exams, with potential implications for mental health support and stress management programs on college campuses.

3. Sociology Research Proposals

• Understanding emerging social movements: A case study of ‘Jersey in Transition’
• The interaction of health, education and employment in Western China
• Can we preserve lower-income affordable neighbourhoods in the face of rising costs?

Consider this hypothetical sociology research proposal:

The Impact of Social Media Usage on Interpersonal Relationships among Young Adults

Abstract: This research proposal investigates the effects of social media usage on interpersonal relationships among young adults, using a longitudinal mixed-methods approach with ongoing semi-structured interviews to collect qualitative data.

Introduction: Social media platforms have become a key medium for the development of interpersonal relationships, particularly for young adults. This study examines the potential positive and negative effects of social media usage on young adults’ relationships and development over time.

Literature Review: A preliminary review of relevant literature has demonstrated that social media usage is central to development of a personal identity and relationships with others with similar subcultural interests. However, it has also been accompanied by data on mental health deline and deteriorating off-screen relationships. The literature is to-date lacking important longitudinal data on these topics.

Research Design and Methods: Participants ( n = 454 ) will be young adults aged 18-24. Ongoing self-report surveys will assess participants’ social media usage, relationship satisfaction, and communication patterns. A subset of participants will be selected for longitudinal in-depth interviews starting at age 18 and continuing for 5 years.

Timeline: The study will be conducted over a period of five years, including recruitment, data collection, analysis, and report writing.

Expected Outcomes and Implications: This study aims to provide insights into the complex relationship between social media usage and interpersonal relationships among young adults, potentially informing social policies and mental health support related to social media use.

4. Nursing Research Proposals

• Does Orthopaedic Pre-assessment clinic prepare the patient for admission to hospital?
• Nurses’ perceptions and experiences of providing psychological care to burns patients
• Registered psychiatric nurse’s practice with mentally ill parents and their children

Consider this hypothetical nursing research proposal:

The Influence of Nurse-Patient Communication on Patient Satisfaction and Health Outcomes following Emergency Cesarians

Abstract: This research will examines the impact of effective nurse-patient communication on patient satisfaction and health outcomes for women following c-sections, utilizing a mixed-methods approach with patient surveys and semi-structured interviews.

Introduction: It has long been known that effective communication between nurses and patients is crucial for quality care. However, additional complications arise following emergency c-sections due to the interaction between new mother’s changing roles and recovery from surgery.

Literature Review: A review of the literature demonstrates the importance of nurse-patient communication, its impact on patient satisfaction, and potential links to health outcomes. However, communication between nurses and new mothers is less examined, and the specific experiences of those who have given birth via emergency c-section are to date unexamined.

Research Design and Methods: Participants will be patients in a hospital setting who have recently had an emergency c-section. A self-report survey will assess their satisfaction with nurse-patient communication and perceived health outcomes. A subset of participants will be selected for in-depth interviews to explore their experiences and perceptions of the communication with their nurses.

Timeline: The study will be conducted over a period of six months, including rolling recruitment, data collection, analysis, and report writing within the hospital.

Expected Outcomes and Implications: This study aims to provide evidence for the significance of nurse-patient communication in supporting new mothers who have had an emergency c-section. Recommendations will be presented for supporting nurses and midwives in improving outcomes for new mothers who had complications during birth.

5. Social Work Research Proposals

• Experiences of negotiating employment and caring responsibilities of fathers post-divorce
• Exploring kinship care in the north region of British Columbia

Consider this hypothetical social work research proposal:

The Role of a Family-Centered Intervention in Preventing Homelessness Among At-Risk Youthin a working-class town in Northern England

Abstract: This research proposal investigates the effectiveness of a family-centered intervention provided by a local council area in preventing homelessness among at-risk youth. This case study will use a mixed-methods approach with program evaluation data and semi-structured interviews to collect quantitative and qualitative data .

Introduction: Homelessness among youth remains a significant social issue. This study aims to assess the effectiveness of family-centered interventions in addressing this problem and identify factors that contribute to successful prevention strategies.

Literature Review: A review of the literature has demonstrated several key factors contributing to youth homelessness including lack of parental support, lack of social support, and low levels of family involvement. It also demonstrates the important role of family-centered interventions in addressing this issue. Drawing on current evidence, this study explores the effectiveness of one such intervention in preventing homelessness among at-risk youth in a working-class town in Northern England.

Research Design and Methods: The study will evaluate a new family-centered intervention program targeting at-risk youth and their families. Quantitative data on program outcomes, including housing stability and family functioning, will be collected through program records and evaluation reports. Semi-structured interviews with program staff, participants, and relevant stakeholders will provide qualitative insights into the factors contributing to program success or failure.

Timeline: The study will be conducted over a period of six months, including recruitment, data collection, analysis, and report writing.

Budget: Expenses include access to program evaluation data, interview materials, data analysis software, and any related travel costs for in-person interviews.

Expected Outcomes and Implications: This study aims to provide evidence for the effectiveness of family-centered interventions in preventing youth homelessness, potentially informing the expansion of or necessary changes to social work practices in Northern England.

Research Proposal Template

Get your Detailed Template for Writing your Research Proposal Here (With AI Prompts!)

This is a template for a 2500-word research proposal. You may find it difficult to squeeze everything into this wordcount, but it’s a common wordcount for Honors and MA-level dissertations.

Your research proposal is where you really get going with your study. I’d strongly recommend working closely with your teacher in developing a research proposal that’s consistent with the requirements and culture of your institution, as in my experience it varies considerably. The above template is from my own courses that walk students through research proposals in a British School of Education.

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 15 Montessori Values for your Classroom
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 24 Montessori Classroom Design Ideas
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 21 Cozy Classroom Reading Corners
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 25 Math Center Ideas for Teachers

8 thoughts on “17 Research Proposal Examples”

Very excellent research proposals

very helpful

Very helpful

Dear Sir, I need some help to write an educational research proposal. Thank you.

Hi Levi, use the site search bar to ask a question and I’ll likely have a guide already written for your specific question. Thanks for reading!

very good research proposal

Thank you so much sir! ❤️

Very helpful 👌

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Proposal for Modeling Motivational Strategies for Autonomy Support in Physical Education

Juan antonio moreno-murcia.

1 Sport Research Center, Sport Sciences Department, Miguel Hernández University of Elche, Avda. de la Universidad, s/n, 03202 Elche, Spain; [email protected]

Julio Barrachina-Peris

2 Sport Research Center, Miguel Hernández University of Elche, Avda. de la Universidad, s/n, 03202 Elche, Spain; moc.liamg@anihcarraboiluj (J.B.-P.); [email protected] (M.B.C.)

Manuel Ballester Campillo

Estefanía estévez.

3 Department of Health Psychology, Miguel Hernández University of Elche, Avda. de la Universidad, s/n, 03202 Elche, Spain; se.hmu@zevetsee

Elisa Huéscar

4 Sport Research Center, Department of Health Psychology, Miguel Hernández University of Elche, Avda. de la Universidad, s/n, 03202 Elche, Spain

The motivational style that teachers adopt during their interactions with their students in class can have a significant influence on the search for optimal and balanced development. Knowing the role of motivation in generating positive change, the key is to define the strategies that constitute an adaptive motivational style of teaching. The aim of this study was to design and validate the set of motivational strategies to support autonomy that are framed within the Self-Determination Theory in the context of physical education classes. For this purpose, a five-phase process was designed and carried out in one study involving different samples of experts, teachers and students. On the one hand, 25 autonomy-supportive motivational strategies were obtained and organized according to their perceived difficulty. We also analyzed the importance attributed by teachers and the difficulty of implementing them, as well as the autonomy support perceived by students through these strategies. The results obtained made it possible to present a behavior-optimizing solution consisting of a progression of 25 autonomy support strategies. The results obtained are discussed in terms of their value in the design of educational scenarios that promote high-quality student motivation.

1. Introduction

One of the main factors involved in the quality of the teaching–learning process is the ways in which teachers interact with their students [ 1 , 2 ], which can influence the results with respect to their involvement in the tasks, as well as the quality of their motivation. To this end, the Self-Determination Theory by Deci and Ryan ((SDT) [ 3 , 4 ]) differentiates between two types of motivation: autonomous and controlled. Autonomous motivation is the one that is associated with better results for learning, and it takes place when the student engages in tasks for his own enjoyment of carrying them out. Meanwhile, controlling motivation occurs when students perform tasks under pressure or external threats, even to obtain rewards or avoid punishment. SDT further states that the increase in autonomous motivation in students is determined by the degree of their involvement in their own decisions, through their ability to interact with the environment and with the rest of society through their own will. In this way, the authors established that the relationship of the person with the different social contexts and its link with self-determined behavior is sustained by three main pillars [ 3 , 4 ]: autonomy (feeling of being the originator of decisions), competence (feeling of security and fulfilment) and the relationship with others (perceiving oneself as a member of a group and feeling integrated within it). These three states can be fostered when the social context supports these fundamental psychological needs. In this sense, the interpersonal style of autonomy support is presented as a facilitator of higher levels of intrinsic motivation in students, focusing them towards a self-determined behavior that can extend the positive results derived to different contexts [ 5 , 6 , 7 , 8 ]. Providing students with a learning environment that supports their autonomy structure before and during the development of tasks and involves them in their own learning by promoting relationships with others is associated with autonomous motivation and with positive results such as well-being or self-efficacy [ 3 , 4 ]. Thus far, despite the large number of studies that have demonstrated the suitability of this motivational style in the search for an optimized teaching–learning scenario, no previous works have focused on understanding the motivational strategies that constitute this style, in terms of the criteria associated with their validity, and the qualitative distribution of the strategies with respect to the progression that the teacher should adopt when using them to ensure their approach to an autonomy-supportive style. Moreover, with regard to this last aspect, there are no studies that help us to understand the differences in terms of the relative contribution of each strategy (importance) to the achievement of the final style of autonomy support, as well as the level of difficulty (complexity) for its implementation in the classroom. For this reason, and given the need to systematize the behaviors that teachers would need to deploy in order to develop an autonomy-supportive style with their students, this study had two objectives. On the one hand, based on previous studies [ 9 , 10 ], the aim was to design and validate the strategies of the physical education teacher’s autonomy support style. The second objective was to analyze the criteria of importance and the difficulty of these strategies in order to establish a final proposal for their progressive implementation in the classroom.

1.1. Motivational Strategies in the Teaching Process

Recent studies have corroborated the idea that when teachers employ motivational strategies that support students’ basic psychological needs, positive outcomes on motivation are optimized [ 11 ]. Thus, for example, teachers can facilitate the need for autonomy by using strategies such as offering students different options of choice, fostering relevance and using informational rather than controlling communication. For their part, to promote the need for competence, teachers should offer clarifying, positive but non-evaluative feedback, acting as a guide during the learning process, by providing structure. Finally, the teacher can facilitate the need for a relationship through cooperative work among students, promoting positive social relationships between them and acting as a positive role model for them. Further, teachers can support this need by showing affection, attuning and interest to students. This appropriateness of strategies allows teachers to guide the teaching–learning process towards better motivation and a positive predisposition for the continued use of autonomy support [ 12 ].

1.2. Interpersonal Style of Autonomy Support

The greater the student’s self-determined behavior, the greater their participation in the teaching–learning process, which generates a greater involvement and creates a motivational climate that engages them in learning [ 13 ]. In accordance with these arguments, teaching actions should be aimed at improving the student’s involvement, so that their behavior is oriented towards satisfying their needs for autonomy and competence [ 14 ]. In this sense, the autonomy-supportive interpersonal teaching style is characterized by taking into account the student as an essential element of the educational process for making decisions, reaching consensus and ceding responsibility, providing explanations about instruction and adapting tasks, making performance levels more flexible and generating a positive/comfortable learning context/environment based on mutual trust. In contrast, when the teacher employs a controlling style, his or her behavior puts pressure on the learner through the use of authoritarian language, articulating hermetic teaching sequences that prioritize content and outcomes over processes in instruction. This style has a negative impact on the student’s intrinsic motivation, frustrating their basic psychological needs and resulting in maladaptive outcomes [ 15 , 16 , 17 , 18 ]. Thus, different studies [ 19 , 20 ] have shown that learners feel more fulfilled and motivated when teachers employ an autonomy-supportive interpersonal style, as opposed to a controlling one [ 21 , 22 , 23 ].

In this sense, the teacher plays a momentous role within the teaching–learning process, since they could favor the increase in intrinsic motivation of the students through adequate training and the use of a self-determined motivational style that is focused on supporting autonomy, thus allowing them to improve their relationship with them and increase their perceived competence and well-being, among other outcomes [ 24 ].

1.3. The Present Study

Based on the above arguments, the aim of this study was to design and validate motivational strategies for autonomy support at a trans-contextual level. The project was approved by the Project Evaluation Body of the principal investigator’s university (2017.06.259.E.OEP; 2017.07.305.E.OEP; 2018.333.E.OEP). The steps needed to achieve this objective were: (a) Determine the content validity by means of expert judgement using the Delphi method [ 25 ]; (b) Confirm the validity of the understanding of the strategies; (c) Examine the difficulty in the implementation of the strategies; (d) Test the effect of the implementation of the strategies on student perception; and (e) Propose an organized sequence of actions for implementing the motivational strategies to support autonomy.

For this purpose, the following steps in the validation process were carried out ( Figure A1 ).

1. Theoretical foundation stage. The theoretical foundations of the model to be developed were established, as well as the characteristics of the program, based on the Self-Determination Theory [ 26 ] and on the interpersonal motivational style of autonomy support [ 27 ].

2. Strategy construction stage. The strategies to be carried out were constructed through the Delphi method, giving rise to two phases: (1) A coordination group selected a set of strategies through the bibliographic review and the existing literature, considering the basic psychological needs (competence, autonomy and relationship with others); (2) A group of experts organized the strategies proposed in the previous phase according to their difficulty and importance when putting them into practice.

3. Assessment stage. This was named step 3. A group of teachers was consulted on their assessment of the importance of the implementation of autonomy support strategies and to another group to confirm validation.

4. Experimentation stage. This was divided into three phases: (1) In order to examine the difficulty in the implementation of the strategies, a study of the implementation of the strategies was carried out; (2) In another study, the perception of the students was analyzed once the strategies had been implemented and put into practice; (3) A group of teachers was consulted and asked about their assessment of the importance of the implementation of the autonomy support strategies.

5. Final proposal stage. The coordination group, after critical analysis of the results of the previous phases, established a final proposal of strategies.

2. Materials and Methods

2.1. ethics statement.

This study has been approved by the Research Ethics Committee of Universidad Miguel Hernández de Elche (Elche, Spain) (DPS.JMM.01.17) and meets all ethical and legal standards that are applicable to the research of this survey modality.

2.2. Participants

2.2.1. phases 1, 2, 3 and 5.

The coordination group was composed of four people (3 men and 1 woman) who were experts in autonomy support, aged between 42 and 52 ( M = 43.6; SD = 3.4), everyone with extensive experience in the field of teaching and research ( M = 19.11; SD = 4.3). All of them had a situation and personal resources that allowed them to contribute positively to the achievement of the objective, being able to provide relevant input [ 25 ].

In order to obtain content validity by means of expert judgement (expert group 1), a purposive sample of 9 university teachers (5 women and 4 men), experts in autonomy support, aged between 41 and 64 ( M = 45.7; SD = 6.2) and with extensive experience in the field of teaching and research ( M = 16.81; SD = 7.4), was selected. All of them worked as researchers at different Spanish universities.

In order to test the difficulty of implementing the strategies, a group of teachers (expert group 2) was used. This group consisted of 56 teachers (25 women and 31 men) aged between 38 and 57 ( M = 42.8; SD = 9.1) and with extensive teaching experience ( M = 12.56; SD = 8.7). All of them worked as teachers in Compulsory Secondary Education and/or Baccalaureate in Spanish schools.

In order to perform a confirmatory factor analysis of the measures, a group of 242 teachers (115 women and 127 men) aged between 25 and 49 ( M = 38.5; SD = 6.2) and with extensive teaching experience ( M = 10.45; SD = 6.3) was used. All of them worked as teachers in Compulsory Secondary Education and/or Baccalaureate in Spanish schools.

2.2.2. Phase 4

In order to implement the progression of the 25 autonomy support strategies, a sample of 22 teachers (10 women and 12 men), aged between 32 and 56 years ( M = 46.70; SD = 12.20) and with extensive teaching experience ( M = 8.56; SD = 12.78), was selected.

To test the effect on student perception after the application of motivational strategies, a quasi-experimental study was carried out with a sample of 84 Spanish students in the first year of Compulsory Secondary Education, aged 12–14 years ( M = 12.5; SD = 1.90), of whom 45 were boys and 39 girls.

In order to test the importance of the 25 autonomy support strategies, a sample of 45 professionals (15 women and 30 men), aged between 41 and 51 years old ( M = 46.22; SD = 5.89), and with extensive teaching experience (in years, M = 9.67; SD = 6.31), was selected.

2.3. Procedure

2.3.1. phases 1, 2 and 3.

The Delphi method, based on a panel of experts, was used to collect the information for this study, and included the following sections in the structure of the schedule followed to determine content validity through expert judgement ( Figure A1 ):

(1). Theoretical foundation stage. The selection, construction and contact with the groups of experts (experts 1 and experts 2) was carried out, so that their contribution would favor the study. The coordination group reviewed the literature on Self-Determination Theory (SDT) [ 9 ], focusing the search on the interpersonal style of autonomy support. The Preferred Reporting Items for Systematic Review and Meta-Analysis for Scoping Reviews (PRISMA) diagram [ 28 , 29 ] was used. The interval of analysis was limited to the last ten years, and the studies that considered the styles as two independent factors of the motivational teaching style were analyzed [ 18 ]. The following databases were consulted: Science Direct, Scopus, Psyinfo, Web of Science, Medline and TPSR Alliance. In the first stage (Identification stage), 89 articles were found in the databases and 26 were excluded by duplicate (Screening stage). After reading all titles and abstracts, 58 articles were included for reading in full, in order to answer the research question (Eligibility stage). Studies that did not meet the inclusion criteria (n = 27) were excluded due to different contexts (n = 12), different populations (n = 11) and others (n = 4). Therefore, 31 articles made up the final sample of this scoping review (Included stage).

(2). Strategy construction stage. The strategies were designed and created by the coordination group (strategies based on the bibliography and literature from stage 1) and sent to the experts for review. In order to check their external validity, the content validity technique was used by means of expert judgement. Nine university teachers, experts on the style of autonomy support, were contacted, and the aim of the study was explained to them. All of them had an extensive literary production (publications of scientific articles, direction of theses, participation in congresses, etc.) and broad experience in the technique of systematic observation. They were sent an e-mail with the context of the study and a sample of the scale so that they could rate, according to a Likert scale ranging from 1 (does not meet the criterion) to 4 (high level), the degree of sufficiency (the items belonging to the same dimension are sufficient to obtain the measurement of this dimension), clarity (the item is easily understood, i.e., its syntax and semantics are adequate), coherence (the item has a logical relationship with the dimension or indicator it is measuring) and relevance (the item is essential or important, i.e., it should be included) of the items proposed in each of the four dimensions proposed.

The experts were given sufficient time to carry out the review (approximately one month) and to provide any comments they considered appropriate. During the following month, all the guiding comments and suggested adjustments were collected, and modifications were made. After the analysis of the revisions provided by the experts, the strategies were restructured, adding and modifying some of them. After this phase, the strategies consisted of a total of 25 strategies, grouped into a construct with four dimensions: autonomy, with five strategies (e.g., “ask the student about his/her preferences in relation to a task”); structure before the task, with five strategies (e.g., “at the beginning of the lesson explain and rationalize the objectives”); structure during the task, with eight strategies (e.g., “adapt the instructions according to the students’ progress”) and relatedness, with seven strategies (e.g., “use empathetic language”). Once all the suggested adjustments had been made, the set of strategies was sent back to the experts for a second review. After this, the strategies were grouped into a single construct as shown in Table A1 .

(3). Assessment stage. In order to be able to design the implementation of the strategies’ progression, a group of teachers was asked to rate the difficulty in implementing the strategies in practice. The difficulty dimension is related to the amount of resources that the teacher requires to mobilize to implement the strategies. These resources are associated with the personality and the manner of addressing the student during instruction, and include manifestations of teaching behaviors of all kinds, both quantitative and objective—for example, the use of certain materials, the frequency with which a student is addressed in a certain manner, ways of organizing the class, the range of freedom proposed for solving the tasks, etc. However, it also, and simultaneously, encompasses qualitative and subjective aspects of teaching behavior, such as the degree of empathy with students, a favorable predisposition towards the resolution of conflicts and doubts, closeness and enthusiasm shown in the development of the class, climate of trust generated, etc. In short, the difficulty factor sought to measure whether the use of certain resources by the teacher had a positive balance in the cost–benefit ratio for the development of self-determined student behavior.

To encourage reflection on the subject, a table was presented which contained each of the four main dimensions or categories of the teaching style, accompanied by a brief description. Then, all the strategies were shown so that the degree of difficulty could be rated according to a Likert-type scale ranging from 1 ( not at all important, not at all difficult ) to 5 ( very important, very difficult ).

Since we started, a priori, from an adequate theory that allowed structuring the dimensions, it was necessary to confirm that this structure could also be obtained empirically. Therefore, we proceeded to explain the covariances or correlations between a set of observed or measured variables through a reduced set of latent variables or factors, by means of a confirmatory factor analysis. For the collection of information, the physical education teachers involved were contacted to inform them of the objective of the research and to request their collaboration. They were sent the strategies to be assessed through a Likert-type scale ranging from 1 ( Surely not ) to 7 ( Surely yes ). These were sent through Google Docs questionnaires in most cases or in paper format for the participants with more direct contact. It took approximately 10 min to complete the questionnaires and the participants were assured of data privacy.

2.3.2. Phase 4

In this phase, the difficulty of the 25 strategies obtained in stage 3 from the previous study was tested in different contexts (physical education, sports and health). Teachers and coaches were asked to implement the strategies progressively during their classes over a period of six weeks, so that during the first week, the first four strategies were implemented; during the second week, the first four strategies plus the next four were implemented, and so on cumulatively, until the last (sixth) week, where the 25 strategies were implemented in a comprehensive manner, incorporating the five strategies that had not been implemented previously in this last week. At the end of each week, teachers and coaches were asked to provide a weekly quantitative and qualitative evaluation of the strategies.

In addition, the week prior to the implementation of the weekly strategies (four strategies each week for the first five weeks, and five strategies on the sixth week), each expert had to develop the strategies within his or her field, making practical examples ( Table A3 ), which were supervised by the coordination group, thereby allowing for continuous feedback between the coordination group and the experts.

Prior to this, teachers were trained in the autonomy support style. The training process replicated the models proposed in the literature for autonomy support [ 14 , 18 , 19 , 30 , 31 , 32 , 33 , 34 ]. Conceptual foundations and strategies for its development were explored. Several case seminars were held on the Self-Determination Theory (SDT) [ 4 , 33 , 35 ], the Hierarchical Model of Intrinsic and Extrinsic Motivation [ 36 , 37 , 38 ] and the Achievement Goal Theory [ 4 ]. The motivational orientations of the autonomy-supportive interpersonal teaching style and the controlling style were studied [ 18 , 27 , 39 , 40 , 41 , 42 , 43 , 44 , 45 ]. The proposed strategies were analyzed using several classes. The analysis was carried out separately twice a week. Thus, the intra-measurement reliability could be verified. Several training sessions were necessary to achieve an inter- and intra-observer reliability of 93.4%. This phase lasted approximately one month. Following the contributions from different authors [ 46 , 47 , 48 ], it was determined that a minimum of 80% of the total number of interactions recorded should occur under the autonomy-supportive style.

First, the school management team was contacted and the aim of the research was explained to them. Furthermore, permission was requested from the school council for the participation of the corresponding classes. In addition, due to the age of participants (underage), their parents/guardians were asked to sign a consent form for their children’s participation in the study. All participating students were treated according to institutional ethical guidelines regarding consent, confidentiality and anonymity of responses.

A quasi-experimental design was used for the selection of the sample, since the participants could not be selected randomly as they had been previously divided into groups. The entire sample was divided into three groups with a teacher who followed a model of intervention in support of autonomy. Both at the beginning and at the end, the students answered the questionnaires described above, in a period of time lasting between 10 and 15 min, depending on the speed of the class.

Prior to the implementation of the project, the teacher received training through an Autonomy Support Intervention Programme (PIAA) [ 24 ]. The intervention of the teacher who followed the PIAA model consisted of gaining interest in teaching and in the students’ learning, being positive, being patient and listening to the students, giving more importance to the process than to the final results in the tasks, respecting the differences between the different students, their learning rhythms, behaviors and interests, demonstrating empathy and adequately managing emotions during conflicts.

The intervention took place during the months of March, April, May and June, with two 50 min classes per week (24 classes in total). A proposal was made to contemplate autonomy support strategies in the progression of known difficulty. The implementation was structured progressively (four new strategies were incorporated every two weeks) with the aim that, by the twelfth week, they would all be set in place. According to Perlman [ 46 ], it is necessary to provide a minimum of 80% of the autonomy-supporting information, and for this purpose, class filming was carried out every two weeks ( Table A5 ). A measurement instrument [ 48 ] was used to check the types of verbal interactions of the teacher (six classes were recorded, one every two weeks), and the percentages devoted to each style in their classes (autonomy-supportive or controlling style) were coded. It can be observed ( Table A5 ) that from the fourth class onwards, the teacher managed to maintain the percentage of 80% of autonomy-supportive behavior until the end of the intervention.

Similar to what was described in phase 3, a group of teachers was asked to rate the importance of applying these strategies in practice. They were presented with a table containing each of the four broad dimensions or categories of teaching style accompanied by a brief description. Then, in the back row, all the autonomy-supportive strategies were displayed so that the degree of importance could be rated using a Likert-type scale from 1 (not at all important, not difficult) to 5 (very important, very difficult).

2.3.3. Phase 5

The coordination group, after critical analysis of the results of the previous phases, and once the desired stability was obtained, established a final proposal of strategies.

2.4. Measures

Phase 2 and 3.

The achievement of the implementation of the strategies was evaluated using a Likert-type scale with values from 0 (not achieved at all) to 10 (fully achieved) for each strategy. In addition, an open-ended question was incorporated to qualitatively evaluate the achievement of the implementation of the strategy (Would you like to comment on the implementation of the strategy? (obstacles, usefulness, proposal for readjustment, etc.)).

Motivational strategies for autonomy support. The 25 strategies were grouped into five items for autonomy support (e.g., “Ask the student about his or her preferences regarding a task”), another five items for structure support before the task, eight items for structure support during the task (e.g., “Adapt instructions according to students’ progress”) and seven items for relationship support (e.g., “Employ empathetic language”). It was preceded by the statement “In your physical education classes...”. It was measured on a Likert-type scale ranging from 1 (Surely not) to 5 (Surely yes).

Autonomy support. The Autonomy Support Scale (EAA) by Moreno-Murcia, Huéscar, Andrés-Fabra and Sánchez-Latorre [ 49 ] was used. This scale is composed of 12 items that measure, through a single factor, the students’ perceived need for autonomy support from their teacher in physical education classes. The items (e.g., “He explains to us why it is important to do the tasks”) were developed after the previous statement “In my physical education classes, my teacher...”. It was measured on a Likert-type scale ranging from 1 (Surely not) to 5 (Surely yes). Internal consistencies at pretest and posttest were 0.84 and 0.83, respectively.

Teacher social support. The Interpersonal Behavior Scale (IBS) by Pelletier et al. (2008) [ 50 ], validated in the Spanish context by Moreno-Murcia and Corbí [ 51 ], consisting of 12 items, was used to assess the social support of teachers by measuring the following three constructs: support for autonomy (e.g., “provides me with many opportunities to make personal decisions about what I do”), support for competence (e. g. “conveys to me that I am capable of learning”) and support for the relationship between teachers and their colleagues (“provides me with many opportunities to make personal decisions about what I do”), support for competence (e.g., “conveys to me that I am capable of learning”) and support for relationships with others (e.g., “enjoys spending time with me”). The previous statement was “My physical education teacher...”. A Likert scale ranging from 1 (Never) to 5 (Always) was used. Internal consistencies at pretest and posttest were 0.73 and 0.72 for autonomy, 0.70 and 0.81 for competence and 0.74 and 0.75 for relationship with others, respectively.

2.5. Data Analysis

The qualitative data were analyzed using content analysis. Regarding the quantitative data, the preparatory data analysis, the calculation of descriptive statistics and the estimation of internal consistency were performed. Descriptive analyses of strategy ratings and qualitative analyses of teachers’ contributions were carried out. Moreover, in phase 3, to obtain evidence of the reliability and validity of the designed scales, Crombach’s alpha was calculated and a confirmatory factor analysis was carried out. The estimation method used was Mean and Variance Weighted Least Squares, since the observable variables, i.e., the items, were categorical in nature. In phase 4, Cronbach’s alpha coefficient was used to check the internal consistency of each factor. The effect of the intervention was assessed through a 2 × 2 (group × Time) repeated-measures analysis (ANOVA). To answer the research questions, a repeated-measures ANOVA was conducted with all dependent variables (autonomy support and teacher social support). Data analysis was performed with the SPSS 23.0 statistical software.

3.1. Results Stage 1. Theoretical Foundation

At this stage, the foundations were laid to shape the coordination group, which had the responsibility of defining the research problem, and we contacted the group of experts to obtain their commitment to collaborate. Among other functions, this group was responsible for interpreting the partial and final results of the research study and for monitoring the research, and they were able to make adjustments and corrections. This group consisted of four experts who met the above criteria.

The study was based on a bibliographic review, limiting the time interval of analysis to the last ten years. The lines of research were directed towards various interests. On the one hand, we analyzed the studies that dealt with teacher training prior to the implementation of the autonomy-supportive style and the perception of teachers and students regarding it. Then, we reviewed the studies that proposed the analysis and measurement of the teachers’ interpersonal style of autonomy support and/or control in different contexts. For this, special interest was paid to those that focused on the study of both styles, understood as two independent factors of the motivational teaching style [ 18 ]. In addition, the process of theoretical grounding was complemented with the review of articles presented by expert authors in the field, during the same time period.

Using as a reference the scenarios described by Reeve [ 27 ] and Reeve et al. [ 52 ] for teaching based on a motivational style, oriented towards the development of control or towards autonomy support, strategies were described based on the proposal from Barrachina, Huéscar and Moreno-Murcia [ 9 ], for the measurement of the teacher’s interactions during the approach and development of the tasks. After reviewing the conceptual delimitation proposed in the literature [ 14 , 18 , 29 , 30 , 31 , 32 , 46 , 47 , 48 , 52 , 53 , 54 , 55 , 56 , 57 ], the construct designed was narrowed down to the following dimensions of analysis: autonomy support, pre-practice structure support, practice structure support and relationship support.

Autonomy support. This is related to the teacher’s ability to generate learning environments that foster interest and take into account the preferences and personal goals of students, with the aim of promoting the mobilization of internal motivational resources, triggering the execution of tasks on their own initiative (e.g., “frequency with which he/she offers choice to the student”).

Support for structure. This is related to the creation of orderly and organized environments, as opposed to disorder, misinformation and chaos. This dimension captures all the types of support provided to the learner to help them progress in their own learning. Because of the inherent characteristics of support in this dimension, it was subdivided into factors.

Pre-task structure support. This refers to all the indications and explanations provided by the teacher about what is going to be done in a unit or session and which are offered prior to the practical development of the activities, as a prior organizer (e.g., “how often the teacher explains what is going to be done in class”). It is intended to provide guidance on what and why of an instructional process. In short, when the teacher provides pre-practice structure support, he or she aims to provide an overall understanding and to contextualize the teaching–learning processes, making them more meaningful.

Support for the structure during the task. This refers to all the instructions, guidelines, aids, feedback, praise, didactic variants or modifications, etc., that the teacher proposes in the course of the instructional process. In other words, the structure dimension corresponds to the interactions associated with the execution of a task itself, and which serve to modulate the students’ learning. They provide specific feedback on the progress made, and on how to deal with errors in a comprehensive manner. In short, it aims to develop strong practical knowledge [ 15 ], in line with the deep learner approach (e.g., “frequency with which it provides informative feedback on the outcome of an action”).

Relationship support. This refers to the generation of learning environments where the teacher is enthusiastic, has positive expectations of students and promotes trust and reciprocal affection. It refers to all the interactions in which the teacher shows empathy towards students, listens to them and tries to help solve their problems, taking into account their different points of view. In short, it seeks to establish a learning environment in which students feel respected, cared for and valued, which leads them to develop positive emotional bonds, both among their peers and with the teacher (e.g., “frequency with which the teacher listens to students with an active and positive attitude”).

3.2. Results Stage 2. Building Strategies

The coordination group provided a series of strategies to expert group 1 for review and optimization, which they assessed quantitatively using a Likert-type scale (1–5), while they qualitatively indicated any relevant aspects of each of the strategies proposed. In this way, the different strategies could be readjusted so that the final result was composed of 25 strategies for implementing autonomy support, covering its four domains ( Table A1 ): autonomy support, pre-task structure, on-task structure and relationship support.

3.3. Results Stage 3. Assessment

Once the results from stage 2 were obtained, an assessment of the difficulty of the autonomy support strategies of the previous phase was provided to expert group 2, ultimately obtaining, as shown in Table A2 , 25 autonomy support strategies, listed as a progression from the least to most difficult.

In the confirmatory factor analysis and internal consistency of autonomy support, the χ 2 test value and fit indices for the model consisting of four factors were as follows: χ 2 (59, 266) = 589.35 ( p < 0.001), CFI = 0.90, RMSEA = 0.05 [0.05, 0.06]. Factor weights ranged from 0.33 to 0.81. Furthermore, internal consistency for autonomy support was 0.76, for pre-training structure was 0.89, for structure during training was 0.84 and for relationship support was 0.91.

3.4. Results Stage 4. Experimentation

In order to check the difficulty of the 25 autonomy support strategies, the level of achievement of each of the strategies by each of the experts was measured, both quantitatively ( Table A4 ) and qualitatively. At the qualitative level, and after analyzing the open questions asked by the experts, it was found that there was a difficulty in implementing the first four strategies (first week) related to maintaining the students’ attention. With strategies 5, 5, 7 and 8 (second week), all the teachers indicated good internalization and ease of implementation. With regard to strategies 9, 10, 11 and 12 (third week), good feasibility was described when putting them into practice, highlighting, above all, positive reinforcement and being enthusiastic. Finally, the last five autonomy support strategies showed high feasibility for implementation, highlighting the gratitude of the process carried out, by both teachers and students.

To test the effect of the implementation of the autonomy support strategies on the student, the autonomy support perceived by the students was measured, in addition to the social support given by the teacher by means of self-reports. After performing the repeated-measures ANOVA, and after the intervention with the motivational strategies, the student’s perception of autonomy support (M pre = 3.23 and M post = 3.76, p < 0.01), social support for autonomy (M pre = 3.01 and M post = 3.66, p < 0.01), social support for competence (M pre = 3.02 and M post = 3.26, p < 0.01) and social support for relatedness (M pre = 2.72 and M post = 3.38 p < 0.01) improved.

3.5. Results Stage 5. Final Proposal

The main objective of this phase was to be able to readjust the motivational strategies for autonomy support, based on the results from all the phases of the study. After analyzing the criteria of a group of experts on autonomy support through the difficulty involved in the implementation of these strategies (phase 3), checking the achievement of the objectives of the strategies in different contexts (phase 4) and verifying their effectiveness in the pupils (phase 4), the differences between the initial proposal of difficulty progression, and the results of their implementation, became evident. Concerned with this, we asked for an evaluation of the importance of the strategies (phase 4), and we found, almost across the board for all 25 strategies, that there was an almost inverse relationship between the difficulty of the tasks and the importance of each one of them.

In relation to the analysis of the importance of the 25 autonomy support strategies ( Table A6 ), it is worth noting that the autonomy support strategies were found in higher positions, with the exception of one of them, which was located at the end of the ratings (13. Ask the learner about his/her preferences in relation to a task). On the other hand, both the on-task structure strategies and the relationship support strategies were found in intermediate positions in relation to the mean importance. The pre-task structure strategies were the ones that, as a general rule, obtained lower scores (except for strategy 21. To offer guidelines and orientations to regulate personal progress and to make the criteria for improvement known in advance, which was among the three highest scoring strategies).

In order to make this adjustment, and with the aim of increasing the motivation of the professionals to put them into practice, a new categorization of the implementation of the strategies was performed, organizing them into three phases, where the simplest strategies are presented in the first phase; in the intermediate phase, the most difficult strategies are developed, and then in the third phase, the tasks with less difficulty than in the previous phase are put into practice. In addition, during the first phase, it was also a criterion that strategies with high importance should be present. For this purpose, a cut-off point of difficulty was established both in the results from study 1 and in the results from phase four of study 2 with regard to importance. This cut-off point was determined by the mean (M) of the scores obtained in both results (Study 1, M = 1.72; Study 2, M = 8.37). After considering all of these criteria, the first phase consisted of six strategies, phase two of 11 strategies and phase three of eight strategies ( Table A7 ).

4. Discussion

The aim of the present work was to design and validate the set of motivational strategies of autonomy support framed within the Self-Determination Theory in the context of physical education classes. Thus, a restructuring and reorganization of the autonomy-supportive motivational strategies, based on the experiences of different professionals, would be better adjusted to the real practice needs. This study provides teaching experts with a proposal for a more adjusted and outlined progression by which to achieve an interpersonal style of autonomy support, which seeks to satisfy basic psychological needs [ 17 , 18 , 24 , 58 ].

For this purpose, the modeling of the strategies was structured into two major studies, which were subdivided into five stages. During stage 1, the coordination group defined the first problem statement, establishing the research objectives and selecting the expert groups. Subsequently, and within the first study, stage 2 was divided into two distinct phases: on the one hand, the coordination group established a number of autonomy support strategies, while on the other hand, a group of experts validated these strategies, resulting in a total of 25 autonomy support strategies. In the third stage, a group of experts determined the difficulty in implementing these strategies. Confirmation of the scale at the factorial level was also carried out with satisfactory indices. In stage 4, a group of teachers put the 25 autonomy support strategies into practice to obtain the degree of difficulty in the implementation of these strategies. In another phase, the perception of the implementation of an autonomy-supportive interpersonal style was tested by a group of students, while in the last phase, the level of importance of each of the 25 motivational strategies was tested by a group of teachers. Then, taking into account the results of the two studies, in order to be able to show an optimal final proposal, the 25 autonomy-supportive strategies were readjusted and restructured.

Due to the importance of the teacher considering social support strategies to promote the satisfaction of psychological needs, regardless of the phase in which they occurred [ 1 , 18 , 29 , 30 , 32 , 36 , 46 , 47 , 48 , 52 , 53 , 54 , 55 , 56 , 57 ], another criterion set in this new reorganization was that strategies from the four blocks (autonomy support, pre-task structure, on-task structure and relationship support) should always be present in each phase.

Among the limitations found, and with the aim of improving the motivational strategies for autonomy support, it is necessary to continue the study to test their effectiveness with larger samples. Being able to adjust the strategies to each of the domains, it would be advisable to experiment with the application of the last proposal in different contexts. In addition, it would be useful to test whether implementing the strategies over a longer period of time would lead to better results.

This proposal suggests that this progression be put into practice over a longer period of time, allowing the teachers to internalize the strategies and to become more adaptable to the process, which may increase motivation towards a greater achievement of self-determined behavior in students [ 49 , 59 , 60 , 61 ].

Thus, this new proposal can be used, above all, in the field of physical education, although it could be extrapolated to the fields of specific sports and healthy physical activity. However, further studies would be necessary in the latter two fields to more specifically adjust the proposal to the needs and perceptions of the experts to create a more optimal progression.

5. Conclusions

In conclusion, a proposed progression of 25 motivational strategies to support autonomy is presented, which have undergone a modeling process to optimize their implementation to the greatest degree.

Stages and phases of the strategy measurement model.

Autonomy support strategies.

Difficulty rating of autonomy support strategies.

Examples of autonomy support strategies.

Achievement of the objective after implementation of the strategies.

Percentage of autonomy support and controlling style.

Rating the importance of autonomy support strategies.

New organizational proposal for autonomy support strategies.

Note: AA = autonomy support; EA = pre-task structure; ED = on-task structure; AR = relationship support.

Author Contributions

Conceptualization, J.A.M.-M., E.H., J.B.-P., and E.E.; Methodology, J.A.M.-M., E.H., and M.B.C.; Software, J.B.-P. and M.B.C.; Formal Analysis, J.A.M.-M. and E.H.; Investigation, E.H. and J.B.-P.; Resources, E.H., J.B.-P. and E.E.; Data Curation, E.H., J.B.-P., and E.E.; Writing—Review and Editing, E.H., J.B.-P. and J.A.M.-M.; Visualization, M.B.C.; Supervision, J.A.M.-M. and E.H. All authors have read and agreed to the published version of the manuscript.

This work was partially supported by the Ministry of Economy, Industry and Competitiveness (Spain) through the I+D+I Projects of the State Programme for Research, Development and Innovation oriented to the Challenges of Society (Grant number: DEP2017-83441-R): “Beyond control: Consequences of promoting autonomy support for teachers and students in physical education classes”.

Institutional Review Board Statement

The study was conducted according to the guidelines of the Declaration of Helsinki, and approved by the Institutional Review called Board Research Ethics Committee of Universidad Miguel Hernández de Elche (Elche, Spain) (DPS.JMM.01.17).

Informed Consent Statement

Informed consent was obtained from all subjects involved in the study.

Conflicts of Interest

The authors declare no conflict of interest.

Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Work samples

• Research and proposal: Physical activity interventions - ABOVE

Health and Physical Education

Years 9 and 10, above satisfactory, research and proposal: physical activity interventions, summary of task.

As part of a broader unit of work on community-based health and wellbeing interventions, students researched a range of physical activity interventions/initiatives/community events – for example, workplace walking challenges, social media campaigns, targeted programs to increase participation in sport – to review their effectiveness and to identify innovative strategies that may work in their local community. Students were then asked to evaluate two of the interventions using the provided template and use this information to propose their own physical activity intervention for their school or local community.

This assessment task relates to the focus areas: health benefits of physical activity, and lifelong physical activities.

Achievement standard

By the end of Year 10, students   critically analyse contextual factors that influence identities, relationships, decisions and behaviours. They analyse the impact attitudes and beliefs about diversity have on community connection and wellbeing. They evaluate the outcomes of emotional responses to different situations. Students   access, synthesise and apply health information from credible sources to propose and justify responses to health situations. Students propose and evaluate interventions to improve fitness and physical activity levels in their communities.   They examine the role physical activity has played historically in defining cultures and cultural identities.

Students demonstrate leadership, fair play and cooperation across a range of movement and health contexts. They apply decision-making and problem-solving skills when taking action to enhance their own and others’ health, safety and wellbeing. They apply and transfer movement concepts and strategies to new and challenging movement situations. They apply criteria to make judgements about and refine their own and others’ specialised movement skills and movement performances. They work collaboratively to design and apply solutions to movement challenges.

Annotations

• 1 Annotation 1 Establishes a range of relevant criteria with which to evaluate the effectiveness of interventions designed to improve fitness and activity levels in their communities

• 1 Annotation 1 Accesses credible sources of health information
• 2 Annotation 2 Selects an intervention that is designed to improve fitness and physical activity levels in their community
• 3 Annotation 3 Identifies the target audience and purpose of the intervention
• 4 Annotation 4 Explains in detail key aspects of the program including accessibility and appeal to both individuals and groups
• 5 Annotation 5 Applies a concept from the intervention to their school environment
• 6 Annotation 6 Evaluates strategies used in relation to audience, cost, accessibility and format; and physical, social and emotional benefits

• 1 Annotation 1 Applies the concept of social media from the intervention to motivation of young people
• 2 Annotation 2 Analyses positive health impacts for young women and explains in detail why and how, and links judgements back to established criteria

• 1 Annotation 1 Identifies the need for communication of information and provides solutions through the use of social media
• 2 Annotation 2 Explains how accessing community expertise will be used to support the program
• 3 Annotation 3 Applies ideas from the interventions investigated to propose an intervention

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Physical Education Project Proposal Template

• Great for beginners
• Ready-to-use, fully customizable Subcategory
• Get started in seconds

Are you a physical education teacher looking to propose an exciting new project to your school? Look no further than ClickUp's Physical Education Project Proposal Template! This template is designed to help you create a compelling proposal that showcases the benefits and feasibility of your project. With this template, you can:

• Clearly outline your project goals, objectives, and timeline
• Present a detailed budget and resource allocation plan
• Provide evidence-based research to support the importance of your project
• Showcase your expertise and passion for physical education

Get ready to make a lasting impact on your school's physical education program with ClickUp's Physical Education Project Proposal Template. Start creating your proposal today and bring your innovative ideas to life!

Benefits of Physical Education Project Proposal Template

When it comes to proposing a physical education project, having a template can save you time and ensure you cover all the necessary details. With the Physical Education Project Proposal Template, you can:

• Clearly outline the objectives, scope, and timeline of your project
• Identify the resources and materials needed for successful implementation
• Present a professional and organized proposal to stakeholders and decision-makers
• Increase the chances of securing funding and support for your project
• Streamline the proposal process and focus on the creative aspects of your project

Main Elements of Physical Education Project Proposal Template

ClickUp's Physical Education Project Proposal Template is the perfect tool to plan and execute your physical education projects effectively. Here are the main elements of this Whiteboard template:

• Custom Statuses: Keep track of the progress of your projects with two customizable statuses - Open and Complete, allowing you to easily visualize the stage of each project on the whiteboard.
• Custom Fields: Utilize custom fields to add important information to your project proposals, such as project objectives, budget, timeline, and resources required, ensuring all necessary details are captured and easily accessible.
• Custom Views: Access two different views - Project Proposal and Getting Started Guide - to organize and manage your physical education projects efficiently. The Project Proposal view allows you to outline project details, while the Getting Started Guide view provides a step-by-step plan to kickstart your projects.
• Collaboration and Communication: Collaborate seamlessly with your team members by adding comments, attachments, and due dates to tasks on the whiteboard. Stay connected and ensure everyone is on the same page throughout the project lifecycle.

How to Use Project Proposal for Physical Education

If you're looking to create a project proposal for a physical education initiative, follow these steps to ensure your proposal is comprehensive and persuasive:

1. Define your project goals

Start by clearly defining the goals of your physical education project. Are you aiming to promote healthy habits, increase physical activity, or improve overall fitness levels? Clearly stating your goals will help you align your proposal with the desired outcomes.

Use the Goals feature in ClickUp to create and track your project goals.

2. Research and gather data

Before writing your proposal, gather relevant data and research that supports the need for your physical education project. This may include statistics on childhood obesity rates, the benefits of physical activity on academic performance, or success stories from similar initiatives.

Create a Doc in ClickUp to compile and organize your research findings.

3. Outline your project plan

Next, outline your project plan to demonstrate how you will achieve your goals. Include details such as the activities you'll implement, the target audience, the timeline, and any necessary resources or equipment.

Use the Gantt chart feature in ClickUp to visually map out your project plan and set deadlines.

4. Develop a budget

Estimate the costs associated with your physical education project, including equipment, materials, staffing, and any other expenses. Be sure to include a detailed breakdown of each cost to justify the budget to stakeholders.

Create custom fields in ClickUp to track and calculate your project budget.

5. Address potential challenges and risks

Identify any potential challenges or risks that may arise during the implementation of your project. This could include budget constraints, scheduling conflicts, or resistance from stakeholders. Develop strategies to mitigate these risks and provide a contingency plan.

Use the Board view in ClickUp to create cards for each potential challenge or risk and assign actions to address them.

6. Present your proposal

Finally, present your well-structured project proposal to the relevant stakeholders. Use a professional and persuasive tone to clearly communicate the importance and benefits of your physical education initiative. Be prepared to answer any questions or concerns that may arise.

Use the Docs feature in ClickUp to create a visually appealing and easily shareable proposal document.

By following these steps and utilizing the features in ClickUp, you can create a compelling project proposal for your physical education initiative that will increase your chances of securing support and funding.

Get Started with ClickUp's Physical Education Project Proposal Template

Physical education teachers and educators can use this Physical Education Project Proposal Template to streamline the process of proposing and implementing new projects and initiatives in their schools.

First, hit “Get Free Solution” to sign up for ClickUp and add the template to your Workspace. Make sure you designate which Space or location in your Workspace you’d like this template applied.

Next, invite relevant members or guests to your Workspace to start collaborating.

Now you can take advantage of the full potential of this template to create a successful project proposal:

• Use the Project Proposal view to outline the details of your proposed project, including goals, objectives, and resources needed
• The Getting Started Guide view will provide a step-by-step plan to follow when implementing your project
• Organize the projects into two different statuses: Open and Complete, to keep track of progress
• Update statuses as you make progress on your project, ensuring team members are informed of the project's status
• Assign tasks to team members and set deadlines to ensure accountability
• Collaborate with stakeholders to gather feedback and refine your project proposal
• Monitor and analyze progress to ensure the successful completion of your physical education projects

Related Templates

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Free Research Paper Samples, Research Proposal Examples and Tips | UsefulResearchPapers.com

Research proposal on physical education.

July 9, 2013 UsefulResearchPapers Research Proposals 0

Physical education is the discipline which is studies at school, college and university and is aimed at the improvement and maintaining of the child’s health with the help of the physical activity. The role of physical education is extremely important nowadays, because modern young people do not spend enough time outdoors and very few of them go in for sports. As a result young people suffer from obesity, have various diseases connected with the lack of activity; for example, heart diseases, etc. Physical education has always been one of the primary classes for students, because people used to pay more attention to the physical development of children. Nevertheless, modern students have this subject in every educational institution and it is an obligatory course; only the young people who have problems with health which prevent them from physical activity are free to choose whether they want to attend classes or not.

We can write a Custom Research Proposal on Physical Education for you!

The most typical kinds of activity practised at the course are running, skiing, swimming, jumping, football, basketball, volleyball, acrobatics, athletics and various sports games. Today it is popular to introduce new techniques and methods of teaching into physical education and practise new kinds of activities. Some teachers decide to introduce such kinds of sports as horse riding, cycling, Frisbee, etc. In order to maintain child’s physical and mental health teachers introduce courses of yoga at the lessons. Finally, no matter what the techniques are, the only aim is to provide young people with the necessary physical activity and maintain their health.

Physical education is one of the disciplines in the curriculum and is considered to be one of the favorite classes for students. When a student has become interested in the discipline and wants to introduce his own vision of the development of the subject and improvement of the quality of the classes, he can try to prepare a good physical education research proposal and probably win the chance to complete a research paper on the chosen topic. One should remember that a successful research proposal should make the professor interested in the paper and the ideas presented there, so one should prepare an interesting, informative, logical and brief paper which describes the purpose, methodology and the predicted results of the research. In the end one should prove that the paper is really valuable for the development of the discipline and persuade the professor in it.

A well-organized free example research proposal on physical education found in the Internet is often the best solution to all the problems which students face during the process of writing. with the help of a high-quality free sample research proposal on physical education it is possible to learn to format the paper well and master the convincing manner of proposal writing.

At EssayLib.com writing service you can order a custom research proposal on Physical Education topics. Your research paper proposal will be written from scratch. We hire top-rated PhD and Master’s writers only to provide students with professional research proposal help at affordable rates. Each customer will get a non-plagiarized paper with timely delivery. Just visit our website and fill in the order form with all proposal details:

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