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Dept. of Health, Physical Education, and Recreation
PED 451 – Research in Health and Exercise Science – SPRING
Missouri Western State University
Instructor: Dr. William D. Russell
Office: 129 Looney Complex
Phone: 816-271-4492
Email: wrussell@missouriwestern.edu
2015
Credits: 3
Class Time: TR 930-1050AM
Office Hours: M-R 12noon – 1pm; F 9-11am
Class: Looney 212
Course Description:
Research methods/designs, statistics, application and interpretation, use of computers and appropriate software as they
relate to the research process in various HPER disciplines are addressed. This course prepares students in the health
and exercise science fields to be proficient in understanding the research process, reading research and being a critical
consumer of research designs and statistics, regardless of whether or not one becomes a researcher. The focus is on
understanding the research process so that information learned can be applied to various HPER sub-disciplines. We
will also be learning various methods of sharing and disseminating research within the Health, Exercise Science, and
Physical Education disciplines. Finally, students will become more knowledgeable about the various methods of
conducting research, including basic, applied, and field-based collection so that they will have the background to
conduct their own research in their respective area.
Rationale:
The main purpose is to present future professionals with strategies and information relative to the role of evaluation in
the profession. In addition, concepts of statistics, research design, data collection, and technology are major
components of this course.
Course Goals / Objectives:
The student will:
1. Identify and describe various research methodologies in the sport and exercise sciences including: quantitative,
qualitative, descriptive, and experimental research.
2. Identify and be aware of appropriate sampling techniques as they apply to various research methodologies.
3. Develop the ability to design studies
4. Understand IRB procedures
5. Analyze data through computer statistical analyses
6. Be able to interpret, discuss, and critique research reported in professional journals
7. Become knowledgeable and familiar with various types of research designs and how knowledge from research is
disseminated.
8. Be able to explain the role of research methodology in informing practices in the field.
9. Understand ethical considerations in research methods.
10. Understand the presentation and dissemination process through experiential learning.
11. Develop understanding of appropriate ways to devise and develop surveys and written assessments in research
12. Become well-versed in a specific area of health or exercise science by doing a research project.
Course Text:
1. Baumgartner, T.A. & Hensley, L.D. (2012). Conducting and Reading Research in Health and Human
Performance. (5th Ed.) Dubuque, IA: McGraw-Hill Publications. (REQUIRED)
2. American Psychological Association (2010). Publication Manual of the American Psychological Association (6th
Ed.) Washington, DC: American Psychological Association. (RECOMMENDED)
Course Evaluation / Student Assessment Criteria:
Semester Exams (2 @ 70 points each)
Homework Assignments
Moodle Quiz on SPSS basics
140 points
60 points
10 points
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PED 451 Course Research Project:
1. Background References for Research Project – Annotated Bibliography
2. Formal Research Project Proposal
3. IRB Certification / Proposal Submission
4. Research Paper Introduction and Methods Draft
5. Final Research Project Presentation
6. Final Research Paper
Total Points =
Grading Scale:
A = 100-90%
B = 89-80%
C = 79-70%
D = 69-60%
240 points
30 points
40 points
20 points
30 points
40 points
80 points
450 points (approximately)
F < 60%
Course Components:
1. Exams:
There will be 2 exams during the semester worth 70 points each. All exams will be a combination of multiple choice,
T/F, matching, and short-answer questions. Exams will cover all material for THAT period of the course. You should
plan on reading and studying BOTH the text material and lecture notes in order to prepare for the exams.
2. Background Resources for the Research Project – Annotated Bibliography (30 points):
Prior to beginning your research project, your group will need to do a search of the related literature to obtain scholarly
research articles related to YOUR research project idea. This needs to be an annotated bibliography (I will explain what
this is) of AT LEAST 12 sources. These sources need to come from scholarly journals (original research studies) and
should be based on empirical research related to your team’s research project. Sources other than original research
articles from SCHOLARLY journals will not be accepted. These sources will ultimately form the basis for your
literature review within the introduction section of your final written paper for the class research project. All actual
articles obtained must be submitted along with the annotated bibliography. A more detailed explanation and rubric will be
provided during the semester.
What is an Annotated Bibliography?
An annotated bibliography is a list of citations to journal articles. Each citation is followed by a brief (200-250
words) descriptive and evaluative paragraph, the annotation. The purpose of the annotation is to inform the
reader of the relevance, accuracy, and quality of the sources cited.
SAMPLE ANNOTATED BIBLIOGRAPHY ENTRY FOR A JOURNAL ARTICLE
The following example uses the APA format for the journal citation.
Waite, L. J., Goldschneider, F. K., & Witsberger, C. (1986). Nonfamily living and the erosion of traditional family
orientations among young adults. American Sociological Review, 51 (4), 541-554.
The authors, researchers at the Rand Corporation and Brown University, use data from the National Longitudinal
Surveys of Young Women and Young Men to test their hypothesis that nonfamily living by young adults alters
their attitudes, values, plans, and expectations, moving them away from their belief in traditional sex roles. They
find their hypothesis strongly supported in young females, while the effects were fewer in studies of young males.
Increasing the time away from parents before marrying increased individualism, self-sufficiency, and changes in
attitudes about families. In contrast, an earlier study by Williams cited below shows no significant gender
differences in sex role attitudes as a result of nonfamily living.
3. Formal Research Project Proposal (40 points):
In order to begin your research project, your research group will need to complete a proposal of this project. At
approximately mid-semester, groups will submit a proposal (PPT presentation format) to me (electronic + hard copy)
proposing their research idea/plan. Material included within this presentation should include: a tentative title, background
information on the research area, a problem statement, research hypothesis(es), identification of variables and how they
will be measured, identification of major theoretical / conceptual frameworks, statement of purpose, procedures). A
detailed rubric will be covered on this project during the semester.
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4. Institutional Review Board (IRB) Certification / Proposal Submission (20 points):
This assignment will occur AFTER all formal research projects have been proposed by research teams (see #3 above) and
will require each student in the research team to access MWSU’s Committee on the Use of Human Subjects
(CUHSR/IRB) website (http://www.missouriwestern.edu/orgs/human_subs/). You will be required to take (and pass)
the CUSHR/IRB certification quiz and formally submit your INSTRUCTOR-APPROVED research proposal through the
MWSU CUSHR website. ALL IRB PROPOSALS NEED TO INCLUDE THE FOLLOWING: Title, statement of
purpose, statement of research methodology, anticipated risks/benefits, subject selection procedures, and attached
informed consent. Completion of the certification quiz and submission of the proposal to the MWSU CUSHR
MUST be done BEFORE any data may be collected for your research project.
5. Final Research Project Presentation (40 points):
At the end of the semester, groups will give a 10-15 minute presentation of their COMPLETED research project. This
will be an in-class PPT presentation (approximately 12 slides) that will include information about the group’s introduction,
methods, results, discussion/conclusion). Classmates’ peer evaluations of the final project presentation will be factored
into this assignment grade. A detailed rubric on this assignment will be handed out during the semester. Final
presentations will be spread out over 2 class periods.
6. Group Research Project Final Written Paper (80 points):
Using American Psychological Association (APA) style format, your group will produce a final paper, based on your review
of the literature and your results from your project. The final paper needs include the following sections: TITLE PAGE
(with students’ names), INTRODUCTION, METHODS, RESULTS, DISCUSSION, CONCLUSION, REFERENCES.
The final paper needs to be at least 12 pages in length (not including the title page and references) and must contain a
MINIMUM of 12 scholarly sources.
Attendance and Participation:
Based on the format of the course (2X per week), attendance and active participation is critical to this course, which is also
reflected in the student evaluation. Excused absences will ONLY BE ACCEPTED IN EMERGENICES OR FOR
OFFICIAL UNIVERSITY REASONS, AND ONLY BY WRITTEN DOCUMENTATION. If you have missed
class, it is your responsibility to inform the instructor of the reason for the absence. EMERGENCY ABSENCES WILL
ONLY BE COUNTED AS EXCUSED IF ACCOMPANIED BY APPROPRIATE DOCUMENTATION. Each
student is expected to prepare for class by reading the material PRIOR to class. If you miss a class, you are responsible for
obtaining all information presented, this means talk to your classmates about getting notes PRIOR to asking me questions
about the lecture class.
FOUR unexcused absences will result in the final grade being dropped by one letter
grade. SIX unexcused absences will result in the automatic course failure.
*** Assignment Submission Policy: (IMPORTANT!!) Assignments turned in late are deducted by 5 points per day (this is
calendar day, not class meeting day); assignments submitted more than 1 week late are given a zero, unless otherwise agreed
upon by the instructor. ALL ASSIGNMENTS MUST BE TURNED IN AT THE BEGINNING OF CLASS ON THE DAY THEY
ARE DUE OR THEY WILL BE COUNTED AS LATE!
“Attendance” is defined by coming to class and being actively involved in note taking and classroom
participation in discussions that arise, when prompted by the instructor. Any other off-task behaviors (in-class
conversations, texting on cell phones, sleeping, etc.) will not be tolerated. Students will be asked to leave the
class if this occurs and the class will be counted as an unexcused absence. Unjustified late arrivals and early
departures from class will count toward unexcused absences.
 Have cell phones turned off and put up. No text messaging will be allowed.
A WORD ABOUT ATTITUDE AND DEMEANOR IN PED 451:
This is a 400-level, upper-division, CAPSTONE course. As such, I expect your best effort. There may be times that some
students struggle with certain concepts or tasks. If this occurs, I will do whatever I can to help you learn and develop your
skill in that area. However, work will be expected on your part: All grades in this course are earned. There is a good
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volume of work and many course components are progressive, building on previous assignments and learning experiences.
This means you need to make sure you are spending the necessary time invested into PED 451 course assignments.
Writing Skills:
Communicating well is one of the most important components of being an educated person and is an integral part of this
course; several writing assignments will be given during the semester which evaluate your ability to convey your findings
and discussion of research within various HPER areas. YOUR WRITING SKILLS WILL BE CHALLENGED IN THIS
COURSE. Please follow these guidelines when completing assignments:
1.
2.
3.
4.
5.
All assignments must be typed (UNLESS OTHERWISE SPECIFIED)
Spell-check and grammar check your work before presenting it to them to me.
Use 12 pt. font, New Times Roman
Properly reference all outside sources that you use. See the MWSU Academic Honesty Policy below.
Visit the Center for Academic Success if you have problems writing.
ACADEMY HONESTY POLICY and DUE PROCESS:
Students are expected to know the academic dishonesty procedures in effect at MWSU:
MWSU Academic Honesty Policy and Due Process
Academic honesty is required in all academic endeavors. Violations of academic honesty include any instance of plagiarism, cheating, seeking
credit for another’s work, falsifying documents or academic records, or any other fraudulent classroom activity. Violations of academic honesty may
result in a failing grade on the assignment, failure in the course, or expulsion from school. When a student’s grade has been affected, violations of
academic honesty will be reported to the Provost or the designated representative.
Violations of Academic Honesty
Violations of academic honesty include, but are not limited to, the following activities:
1. Copying another person’s work and claiming it as your own;
2. Using the work of a group of students when the assignment requires individual work;
3. Looking at or attempting to look at an examination before it is administered;
4. Using materials during an examination that are not permitted;
5. Allowing another student to take your exam for you;
6. Intentionally impeding the academic work of others;
7. Using any electronic device to transmit portions of questions or answers on an examination to other students;
8. Using any electronic device to improperly store information for an exam;
9. Knowingly furnishing false information to the University or its representatives.
10. Assisting other students in any of the acts listed above.
All work submitted for this course must be each own student’s work. Any work submitted (in part or whole) that
is not unique will be considered plagiarized and will be treated as such per academic policy. This includes, but is not
limited to material retrieved from references; therefore proper documentation of cited material is a must.
Please see the Western Student Handbook and Calendar for specific activities identified as violations of this policy and the
student due process procedure. This handbook is also available online at
http://www.missouriwestern.edu/handbook/index.pdf.
Students Recording Classroom Lectures
As a professional courtesy, students are expected to inform a faculty member if they plan to make audio or video
recordings of a class. However, students should understand that there are times when the faculty member may prohibit
this activity. For example, in order to protect patient confidentiality, in health-discipline classes discussions pertaining to
protected patient information may not be recorded. The redistribution of audio or video recordings of statements or
comments from the course to individuals who are not students in the course is prohibited without the express permission
of the faculty member and of any students who are recorded. Unauthorized distribution of such materials is a violation of
academic standards and may violate copyright laws and/or privacy rights. Violations may result in disciplinary action.
DISABILITY ACCOMODATIONS:
Students seeking accommodations must first provide documentation of needed accommodations to the Accessibility
Resource Center (ARC) located in Eder Hall, Suite 203. Once accommodations have been approved by the ARC, students
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are responsible for notifying their instructors of those accommodations. This should be done within the first two weeks of
classes. Accommodations are NOT retroactive.
Tentative* Course Outline (*Instructor Reserves right to alter schedule as needed)
*** Homework assignments will be given throughout the semester as they correspond to course topics.
Key Date
TOPIC /
RESEARCH
TEAMS
IDENTIFIED
Research
Question
Identified
ANNOTATED
BIBLIO DUE
Research
Proposal DUE
IRB
(Certification
& Submission)
DEADLINE
Survey DUE
Introduction &
Methods DUE
FINAL
PAPERS DUE
Week
1
1
2
2
Date
1/13
1/15
1/20
1/22
Topic
Syllabus / Introduction to Research Methods
Introduction Cont.; Writing the Annotated Bibliography
Intro Cont.;
Details of Research Project
Searching the Literature – EBSCOHOST Literature Search:
Computer Lab – Wilson 206
3
3
1/27
1/29
Developing the Problem
Developing the Research Plan
4
4
5
5
2/3
2/5
2/10
2/12
Ethical Concerns in Research
1st EXAM
MWSU Institutional Review Board Orientation
Sampling Considerations in Research
6
6
7
7
8
2/17
2/19
2/24
2/26
3/3
Research Designs
Research Designs (Cont)
Constructing the Survey
Group Work Day – Work on Survey Instrument
Group Work Day – Work on Survey Instrument
8
3/5
Inferential Statistics
9
9
10
10
11
11
3/10
3/12
3/17
3/19
3/24
3/26
SPRING BREAK WEEK
SPRING BREAK WEEK
Inferential Statistics
12
3/31
Last Day to Withdraw – Fri. 3/27/15
SPSS Work – Wilson 206
12
4/2
Group Work - SPSS Work – Wilson 206
13
13
14
14
15
15
4/7
4/9
4/14
4/16
4/21
4/23
Group Work - SPSS Work – Wilson 206
Group Work - SPSS Work – Wilson 206
Group Work - SPSS Work – Wilson 206
Writing the Results and Discussion
Group Work – Results and Discussion
Final Research Presentations – Group 1
Assignment Due
Read Ch. 1 and 2
Read Ch. 3
Read Ch. 4
Read Ch. 5
Groups must submit
Research Question(s) for
project.
Read Ch. 6
Read Ch. 7
ANNOTATED
BIBLIOGRAPHY DUE
Read Ch. 8 and 9
Read Ch. 8 and 9
Read Ch. 12
Research Proposal Due
IRB (CUSHR) Certification
& Submission DEADLINE
(3/5)
Read Ch. 13 and 14
SURVEY DUE
2nd EXAM
SPSS Work – Wilson 206
SPSS Work – Wilson 206
Final Research Presentations - Group 2 – during Final exam
period
Read Ch. 15
Introduction & Methods
DUE
Final Research Papers Due
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SPRING 2015 - PED 451 Research Topics/Areas:
Your research team will need to consider the research topics below and choose one of these areas that will form the basis
for your research project (and final research paper). Topics below will be assigned on a first-come, first-served basis.
Your group MAY ALSO research a topic that is not on the list below; however, any topics not on the list below MUST be approved by the
instructor and must be sufficiently specific and narrow in focus. In short, any topic not on the list below MUST be amenable to a
research project conducted during the semester.
1. Comparing HPER students on their perceptions of post-degree success.
2. Do in-season college athletes differ in their academic motivation compared to out-of-season athletes?
3. Self-image comparison of college students across exercise status.
4. A comparison of college athletes’ athletic identity across year in school.
5. Is perceived motivational climate different across different collegiate sport teams?
6. Self-perceived attractiveness among college students: Does regular exercise matter?
7. Sportsmanship attitude differences between male and female collegiate athletes.
8. Do traditional and non-traditional students differ in their stress levels and how they manage stress?
9. Individual vs. team sports: Comparing college athletes’ self-talk differences.
10. Athlete burnout: Do college athletes differ by gender?
11. Why do college students exercise? A comparison across academic majors.
12. A comparison of college female athletes and non-athletes on their body image and social physique anxiety.