Year 1 Research Skills Homepage (HL10040)

Welcome to the resources site for the year 1 Research Skills module. This primary purpose of this site is to provide you with easy access to the relevant data to be used in your computer laboratory classes and coursework projects. Furthermore, you will also find links relating to the information provided during lectures and to the general structure of this module (including assessment criteria). Please be advised, however, that the information posted on these web-pages is still subject to the usual legal and academic rules concerning copyright and plagiarism.

For general information relating to the aims and objectives of this unit, along with specific description of the course structure and content, please refer to the Unit Outline.

Lecture Material

The links below will provide you with the relevant lecture handouts for each week’s lecture, including links to any supporting material cited during those lectures.

Week 1: Introduction

Week 2: Recognising Research

Week 3: Descriptive Statistics 1

Week 4: Descriptive Statistics 2 (supporting file: Inter-Quartile Range)

Week 5: Reliability & Validity (supporting file: Sensitivity/Specificity Issues)

Week 6: Measurement Errors (supporting file: Literature Search Assignment)

Week 7: Mid-Term Test

Week 8: Hypothesis Testing

Week 9: Careers & CW Revision Lecture

Week 10: Reading Week

Computer Lab Classes

Week 1: No Labs

Week 2: University PCs & Microsoft Office I

Week 3: Shared Area & Microsoft Office II (link to library induction to be read before next lab)

Week 4: Electronic Databases & E-Journals (link to library homepage)

Week 5: Electronic Databases & E-Journals (link to library catalogue)

Week 6: Introduction to SPSS

Week 7: Descriptive Statistics

Week 8: Normal Distribution

Week 9: Inferential Statistics I

Week 10: Inferential Statistics II

Assessment for this module will be via an mid-term test in week 7 (40 %) and a coursework project (60 %)

Coursework Details

This coursework represents 60% of your overall grade for this module, for which you will be required to address only two of the following five research scenarios. Clicking on each respective question will link to the relevant data set in SPSS and clicking here will take you to the specific study design information which you will require to answer each question fully. Please also note that you will be unable to open the SPSS data-files below unless your PC has the relevant software.

1) Effect of Plyometric Training on Vertical Jump

2) Effect of Ice Baths on Recovery of Strength

3) Effect of Diet on the Incidence of Muscle Injury

4) Effect of Footwear on Sprint Acceleration

5) Effect of PMR on Competitive Anxiety

For each of the two scenarios you choose you will need to:

1) Perform a literature search in order to provide a comprehensive introduction to the research area (i.e. a literature review)

2) Identify the variables of interest (i.e. independent/dependent, etc.) and evaluate the research design that was adopted

3) Formulate and state appropriate hypotheses

4) Summarise descriptive statistics in an appropriate and well presented manner (i.e. tables and figures pasted into word)

5) Select and conduct the most appropriate statistical test with full justification for your decision

6) Incorporate the relevant SPSS outputs into your word document

7) Accurately interpret your results with reference to the reliability and validity of the study design

8) Draw a meaningful conclusion based on the available data, clearly stating whether hypotheses should be accepted/rejected

Word limit = 2000 words (»1000 for each scenario) exclusive of any appended non-essential SPSS outputs (i.e. you must include the relevant outputs in the main document)

Submission Details

Your coursework should be handed in at the general office (Eastwood; see unit outline for submission date) during the available office hours of 09.00-10.00, 12.00-13.00 or 16.00-17.00. This submission should include a cover sheet providing your name, the unit name/code and an indication as to which research scenarios you have attempted. You are reminded at this point of the University regulations on collusion and plagiarism in assessments. The following statement should therefore also be included on your cover sheet, having been signed and dated by you:

" I certify that I have read and understood the entry in the Student Handbook for the School for Health on Cheating and Plagiarism and that all material in this assignment is my own work, except where I have indicated with appropriate references. I agree that, in line with Regulation 15.3(e), if requested I will submit an electronic copy of this work for submission to a Plagiarism Detection Service for quality assurance purposes."

Late submission of coursework:

If any piece of work is submitted after the submission date it will be assessed at a maximum of 40% unless an extension was granted beforehand by the Director of Studies due to mitigating circumstances.

Assessment Criteria: General

Assessment for each scenario will be weighted according to the following criteria:

Evaluation & Analysis 30 %

Reading & Research 20 %

Communication & Presentation 20 %

Knowledge & Understanding 30 %

100 %

Threshold definitions:

First Class:>70 %

Evaluation: the focus of the question/problem/task is understood; key issues are understood and significant related issues are identified; theory and concepts are deployed in a manner which is critically self-aware; ability to deploy competing/alternative analyses/ perspectives/solutions is apparent.

Reading: A wide variety of sources have been cited with evidence of critical appraisal of each and a clear interpretation of the global area of study.

Communication: the structure is clear; the form of communication/medium selected is appropriate; technical and/or conceptual language or skill sets are used with confidence.

Knowledge: subject/discipline-specific knowledge is used to illuminate the task and to make links with related issues/tasks i.e. a capability of extending particular analysis to other issues/tasks; where appropriate discipline/paradigm boundaries are recognised and critical awareness demonstrated.

Upper Second Class:>60 %

Evaluation: focus of the question/problem/task is understood and one or two related issues identified; analytical techniques/methods are theoretically informed; some awareness of competing alternative analyses/perspectives/solutions is apparent.

Reading: A wide variety of sources have been cited and then effectively organised to lead into the relevant area of study.

Communication: structure is clear; the form of communication/medium selected is appropriate to the task; overall the argument is concise and coherently developed; an appropriate technical and/or conceptual language is used with reasonable confidence.

Knowledge: subject/discipline specific knowledge is used to illuminate the task.

Lower Second Class:>55 %

Evaluation: the focus of the question/problem/task is understood; key issues identified; one of two related issues identified; analytical techniques/concepts/theories are applied appropriately.

Reading: There is some evidence of information retrieval and an attempt to interpret the available evidence.

Communication: the structure is appropriate, elements of development/progress are evident; appropriate language and concepts are used.

Knowledge: subject/discipline specific knowledge is used to illuminate the task.

Lower Second Class:>50 %

Evaluation: the focus of the question/problem/task is understood; key issues identified.

Reading: The key relevant literature is cited and applied to the research question.

Communication: the structure is broadly appropriate; elements of development/ progression and basic concepts are correctly used.

Knowledge: there is evidence that subject specific knowledge related to the core issues or task has been selected.

Third Class: >40 %

Evaluation: the focus of the question/problem/task is understood and one or two issues identified.

Reading: A broad introduction to the research area is provided.

Communication: one or two elements of an appropriate structure are present.

Knowledge: there is evidence of subject/discipline specific knowledge.

Go to the University of Bath Home Page.