Participant Observation Assignment Ideas For Physical Education

1. Janssen I, Leblanc AG, Systematic review of the health benefits of physical activity and fitness in school-aged children and youth. Int J Behav Nutr Phys Act, 2010. 7: p. 40 doi: 10.1186/1479-5868-7-40[PMC free article][PubMed]

2. Andersen LB, Hasselstrom H, Gronfeldt V, Hansen SE, Karsten F, The relationship between physical fitness and clustered risk, and tracking of clustered risk from adolescence to young adulthood: eight years follow-up in the Danish Youth and Sport Study. Int J Behav Nutr Phys Act, 2004. 1(1): p. 6 [PMC free article][PubMed]

3. Currie C, Zanotti C, Morgan A, Currie D, de Looze M, Roberts C, et al. , Social determinants of health and well-being among young people Health Behaviour in School-aged Children (HBSC) study: international report from the 2009/2010 survey. (Health Policy for Children and Adolescents, No. 6). 2012, Copenhagen: WHO Regional Office for Europe.

4. Wood C, Gladwell V, Barton J, A repeated measures experiment of school playing environment to increase physical activity and enhance self-esteem in UK school children. PLoS One, 2014. 9(9): p. e108701 doi: 10.1371/journal.pone.0108701[PMC free article][PubMed]

5. Ridgers ND, Stratton G, Fairclough SJ, Physical activity levels of children during school playtime. Sports Med, 2006. 36(4): p. 359–71. [PubMed]

6. Dobbins M, Husson H, DeCorby K, LaRocca RL, School-based physical activity programs for promoting physical activity and fitness in children and adolescents aged 6 to 18. Cochrane Database Syst Rev, 2013. 2: p. CD007651 doi: 10.1002/14651858.CD007651.pub2[PubMed]

7. Cook HDV, Parker L, Miller EA, Ziegenhorn S, Berger A, Bandy AL, et al. , Educating the Student Body: Taking Physical Activity and Physical Education to School, ed. Kohl HW, Cook HD. 2013, Washington (DC): Institute of Medicine of the National Academies.

8. Pawlowski CS, Tjornhoj-Thomsen T, Schipperijn J, Troelsen J, Barriers for recess physical activity: a gender specific qualitative focus group exploration. BMC Public Health, 2014. 14(1): p. 639. [PMC free article][PubMed]

9. Ridgers ND, Fairclough SJ, Stratton G, Variables associated with children's physical activity levels during recess: the A-CLASS project. Int J Behav Nutr Phys Act, 2010. 7: p. 74 doi: 10.1186/1479-5868-7-74[PMC free article][PubMed]

10. Stanley RM, Boshoff K, Dollman J, Voices in the playground: A qualitative exploration of the barriers and facilitators of lunchtime play. J Sci Med Sport, 2012. 15(1): p. 44–51. doi: 10.1016/j.jsams.2011.08.002[PubMed]

11. Ozdemir A, Yilmaz O, Assessment of outdoor school environments and physical activity in Ankara's primary schools. J Environ Psych, 2008. 28(3): p. 287–300.

12. Haug E, Torsheim T, Sallis JF, Samdal O, The characteristics of the outdoor school environment associated with physical activity. Health Educ Res, 2010. 25(2): p. 248–56. doi: 10.1093/her/cyn050[PMC free article][PubMed]

13. Nielsen G, Bugge A, Hermansen B, Svensson J, Andersen LB, School playground facilities as a determinant of children's daily activity: a cross-sectional study of Danish primary school children. J Phys Act Health, 2012. 9(1): p. 104–14. [PubMed]

14. Ridgers ND, Salmon J, Parrish AM, Stanley RM, Okely AD, Physical activity during school recess: a systematic review. Am J Prev Med, 2012. 43(3): p. 320–8. doi: 10.1016/j.amepre.2012.05.019[PubMed]

15. Andersen HB, Klinker CD, Toftager M, Pawlowski CS, Schipperijna J, Objectively measured differences in physical activity in five types of schoolyard area. Landscape Urban Plan, 2015. 134: p. 83–92.

16. Pawlowski CS, Ergler C, Tjørnhøj-Thomsen T, Schipperijn J, Troelsen J, ‘Like a soccer camp for boys’. A qualitative exploration of gendered activity patterns in children’s self-organized play during school recess. Eur Phys Educ Rev, 2014.

17. Fairclough SJ, Beighle A, Erwin H, Ridgers ND, School day segmented physical activity patterns of high and low active children. BMC Public Health, 2012. 12. [PMC free article][PubMed]

18. van Sluijs EM, McMinn AM, Griffin SJ, Effectiveness of interventions to promote physical activity in children and adolescents: systematic review of controlled trials. BMJ, 2007. 335(7622): p. 703 [PMC free article][PubMed]

19. Metcalf B, Henley W, Wilkin T, Effectiveness of intervention on physical activity of children: systematic review and meta-analysis of controlled trials with objectively measured outcomes (EarlyBird 54). BMJ, 2012. 345: p. e5888 doi: 10.1136/bmj.e5888[PubMed]

20. Toftager M, Christiansen LB, Ersboll AK, Kristensen PL, Due P, Troelsen J, Intervention effects on adolescent physical activity in the multicomponent SPACE study: a cluster randomized controlled trial. PLoS One, 2014. 9(6): p. e99369 doi: 10.1371/journal.pone.0099369[PMC free article][PubMed]

21. Parrish AM, Okely AD, Stanley RM, Ridgers ND, The Effect of School Recess Interventions on Physical Activity A Systematic Review. Sports Med, 2013. 43(4): p. 287–99. doi: 10.1007/s40279-013-0024-2[PubMed]

22. Escalante Y, Garcia-Hermoso A, Backx K, Saavedra JM, Playground Designs to Increase Physical Activity Levels During School Recess: A Systematic Review. Health Educ Behav, 2014. 41(2): p. 138–44. doi: 10.1177/1090198113490725[PubMed]

23. Kremers SP, de Bruijn GJ, Visscher TL, van Mechelen W, de Vries NK, Brug J, Environmental influences on energy balance-related behaviors: a dual-process view. Int J Behav Nutr Phys Act, 2006. 3: p. 9 [PMC free article][PubMed]

24. Troelsen J, Building in Prevention: Nudging Towards Physical Activity and Public health, in Neighbourhood Structure and health Promotion, Stock C, Ellaway A, Editors. 2013, Springer: London; p. 249–66.

25. Ridgers ND, Stratton G, Fairclough SJ, Assessing physical activity during recess using accelerometry. Prev Med, 2005. 41(1): p. 102–7. [PubMed]

26. Bailey DP, Fairclough SJ, Savory LA, Denton SJ, Pang D, Deane CS, et al. , Accelerometry-assessed sedentary behaviour and physical activity levels during the segmented school day in 10-14-year-old children: the HAPPY study. Eur J Pediatr, 2012. 171(12): p. 1805–13. doi: 10.1007/s00431-012-1827-0[PubMed]

27. Blatchford P, “We did more then”: Changes in pupils´ perceptions of breaktime (recess) from 7 to 16 years. J res child educ, 1996. 11(1): p. 14–24.

28. Rezende LF, Azeredo CM, Silva KS, Claro RM, Franca-Junior I, Peres MF, et al. , The Role of School Environment in Physical Activity among Brazilian Adolescents. PLoS One, 2015. 10(6): p. e0131342 doi: 10.1371/journal.pone.0131342[PMC free article][PubMed]

29. Anthamatten P, Brink L, Kingston B, Kutchman E, Lampe S, Nigg C, An assessment of schoolyard features and behavior patterns in children's utilization and physical activity. J Phys Act Health, 2014. 11(3): p. 564–73. doi: 10.1123/jpah.2012-0064[PubMed]

30. McKenzie TL, Crespo NC, Baquero B, Elder JP, Leisure-time physical activity in elementary schools: analysis of contextual conditions. J Sch Health, 2010. 80(10): p. 470–7. doi: 10.1111/j.1746-1561.2010.00530.x[PMC free article][PubMed]

31. Anthamatten P, Brink L, Lampe S, Greenwood E, Kingston B, Nigg C, An assessment of schoolyard renovation strategies to encourage children's physical activity. Int J Behav Nutr Phy Act, 2011. 8. [PMC free article][PubMed]

32. Dyment JE, Bell AC, Lucas AJ, The relationship between school ground design and intensity of physical activity. Childrens Geographies, 2009. 7(3): p. 261–76.

33. Colabianchi N, Maslow AL, Swayampakala K, Features and amenities of school playgrounds: A direct observation study of utilization and physical activity levels outside of school time. Int J Behav Nutr Phy Act, 2011. 8. [PMC free article][PubMed]

34. Dessing D, Pierik FH, Sterkenburg RP, van Dommelen P, Maas J, de Vries SI, Schoolyard physical activity of 6–11 year old children assessed by GPS and accelerometry. Int J Behav Nutr Phys Act, 2013. 10: p. 97 doi: 10.1186/1479-5868-10-97[PMC free article][PubMed]

35. Fjortoft I, Kristoffersen B, Sageie J, Children in schoolyards: Tracking movement patterns and physical activity in schoolyards using global positioning system and heart rate monitoring. Landscape Urban Plan, 2009. 93(3–4): p. 210–7.

36. Fjortoft I, Lofman O, Thoren KH, Schoolyard physical activity in 14-year-old adolescents assessed by mobile GPS and heart rate monitoring analysed by GIS. Scand J Public Healt, 2010. 38: p. 28–37. [PubMed]

37. Knowles ZR, Parnell D, Stratton G, Ridgers ND, Learning from the experts: exploring playground experience and activities using a write and draw technique. J Phys Act Health, 2013. 10(3): p. 406–15. [PubMed]

38. Parrish AM, Yeatman H, Iverson D, Russell K, Using interviews and peer pairs to better understand how school environments affect young children's playground physical activity levels: a qualitative study. Health Educ Res, 2012. 27(2): p. 269–80. doi: 10.1093/her/cyr049[PubMed]

39. Swain J, The role of sport in the construction of masculinities in an English independent junior school. Sport Educ Soc, 2006. 11(4): p. 317–35.

40. Thorne B, Gender Play Girls and boys in School. 1993, Buckingham: Rutgers University Press.

41. Boyle DE, Marshall NL, Robeson WW, Gender at play—Fourth-grade girls and boys on the playground. Am Behav Sci

How to Begin

Field reports are most often assigned in disciplines of the applied social sciences [e.g., social work, anthropology, gerontology, criminal justice, education, law, the health care professions] where it is important to build a bridge of relevancy between the theoretical concepts learned in the classroom and the practice of actually doing the work you are being taught to do. Field reports are also common in certain science disciplines [e.g., geology] but these reports are organized differently and serve a different purpose than what is described below.

Professors will assign a field report with the intention of improving your understanding of key theoretical concepts through a method of careful and structured observation of, and reflection about, people, places, or things existing in their natural settings. Field reports facilitate the development of data collection techniques and observation skills and they help you to understand how theory applies to real world situations. Field reports are also an opportunity to obtain evidence through methods of observing professional practice that contribute to or challenge existing theories.

We are all observers of people, their interactions, places, and events; however, your responsibility when writing a field report is to create a research study based on data generated by the act of designing a specific study, deliberate observation, a synthesis of key findings, and an interpretation of their meaning. When writing a field report you need to:

  • Systematically observe and accurately record the varying aspects of a situation. Always approach your field study with a detailed plan about what you will observe, where you should conduct your observations, and the method by which you will collect and record your data.
  • Continuously analyze your observations. Always look for the meaning underlying the actions you observe. Ask yourself: What's going on here? What does this observed activity mean? What else does this relate to? Note that this is an on-going process of reflection and analysis taking place for the duration of your field research.
  • Keep the report’s aims in mind while you are observing. Recording what you observe should not be done randomly or haphazardly; you must be focused and pay attention to details. Enter the observation site [i.e., "field"] with a clear plan about what you are intending to observe and record while, at the same time, being prepared to adapt to changing circumstances as they may arise.
  • Consciously observe, record, and analyze what you hear and see in the context of a theoretical framework. This is what separates data gatherings from simple reporting. The theoretical framework guiding your field research should determine what, when, and how you observe and act as the foundation from which you interpret your findings.

Techniques to Record Your Observations

Although there is no limit to the type of data gathering technique you can use, these are the most frequently used methods:

Note Taking
This is the most commonly used and easiest method of recording your observations. Tips for taking notes include: organizing some shorthand symbols beforehand so that recording basic or repeated actions does not impede your ability to observe, using many small paragraphs, which reflect changes in activities, who is talking, etc., and, leaving space on the page so you can write down additional thoughts and ideas about what’s being observed, any theoretical insights, and notes to yourself that are set aside for further investigation. See drop-down tab for additional information about note-taking.

With the advent of smart phones, high quality photographs can be taken of the objects, events, and people observed during a field study. Photographs can help capture an important moment in time as well as document details about the space where your observation takes place. Taking a photograph can save you time in documenting the details of a space that would otherwise require extensive note taking. However, be aware that flash photography could undermine your ability to observe unobtrusively so assess the lighting in your observation space; if it's too dark, you may need to rely on taking notes. Also, you should reject the idea that photographs are some sort of "window into the world" because this assumption creates the risk of over-interpreting what they show. As with any product of data gathering, you are the sole instrument of interpretation and meaning-making, not the object itself.

Video and Audio Recordings
Video or audio recording your observations has the positive effect of giving you an unfiltered record of the observation event. It also facilitates repeated analysis of your observations. This can be particularly helpful as you gather additional information or insights during your research. However, these techniques have the negative effect of increasing how intrusive you are as an observer and will often not be practical or even allowed under certain circumstances [e.g., interaction between a doctor and a patient] and in certain organizational settings [e.g., a courtroom].

This does not refer to an artistic endeavor but, rather, refers to the possible need, for example, to draw a map of the observation setting or illustrating objects in relation to people's behavior. This can also take the form of rough tables or graphs documenting the frequency and type of activities observed. These can be subsequently placed in a more readable format when you write your field report. To save time, draft a table [i.e., columns and rows] on a separate piece of paper before an observation if you know you will be entering data in that way.

NOTE:  You may consider using a laptop or other electronic device to record your notes as you observe, but keep in mind the possibility that the clicking of keys while you type or noises from your device can be obtrusive, whereas writing your notes on paper is relatively quiet and unobtrusive. Always assess your presence in the setting where you're gathering the data so as to minimize your impact on the subject or phenomenon being studied.

ANOTHER NOTE:  Techniques of observation and data gathering are not innate skills; they are skills that must be learned and practiced in order to achieve proficiency. Before your first observation, practice the technique you plan to use in a setting similar to your study site [e.g., take notes about how people choose to enter checkout lines at a grocery store if your research involves examining the choice patterns of unrelated people forced to queue in busy social settings]. When the act of data gathering counts, you'll be glad you practiced beforehand.

Examples of Things to Document While Observing

  • Physical setting. The characteristics of an occupied space and the human use of the place where the observation(s) are being conducted.
  • Objects and material culture. This refers to the presence, placement, and arrangement of objects that impact the behavior or actions of those being observed. If applicable, describe the cultural artifacts representing the beliefs--values, ideas, attitudes, and assumptions--used by the individuals you are observing.
  • Use of language. Don't just observe but listen to what is being said, how is it being said, and, the tone of conversation among participants.
  • Behavior cycles. This refers to documenting when and who performs what behavior or task and how often they occur. Record at which stage is this behavior occurring within the setting.
  • The order in which events unfold. Note sequential patterns of behavior or the moment when actions or events take place and their significance.
  • Physical characteristics of subjects. If relevant, note age, gender, clothing, etc. of individuals being observed.
  • Expressive body movements. This would include things like body posture or facial expressions. Note that it may be relevant to also assess whether expressive body movements support or contradict the language used in conversation [e.g., detecting sarcasm].

Brief notes about all of these examples contextualize your observations; however, your observation notes will be guided primarily by your theoretical framework, keeping in mind that your observations will feed into and potentially modify or alter these frameworks.

Sampling Techniques

Sampling refers to the process used to select a portion of the population for study. Qualitative research, of which observation is one method, is generally based on non-probability and purposive sampling rather than probability or random approaches characteristic of quantitatively-driven studies. Sampling in observational research is flexible and often continues until no new themes emerge from the data, a point referred to as data saturation.

All sampling decisions are made for the explicit purpose of obtaining the richest possible source of information to answer the research questions. Decisions about sampling assumes you know what you want to observe, what behaviors are important to record, and what research problem you are addressing before you begin the study. These questions determine what sampling technique you should use, so be sure you have adequately answered them before selecting a sampling method.

Ways to sample when conducting an observation include:

Ad Libitum Sampling -- this approach is not that different from what people do at the zoo--observing whatever seems interesting at the moment. There is no organized system of recording the observations; you just note whatever seems relevant at the time. The advantage of this method is that you are often able to observe relatively rare or unusual behaviors that might be missed by more deliberate sampling methods. This method is also useful for obtaining preliminary observations that can be used to develop your final field study. Problems using this method include the possibility of inherent bias toward conspicuous behaviors or individuals and that you may miss brief interactions in social settings.

Behavior Sampling -- this involves watching the entire group of subjects and recording each occurrence of a specific behavior of interest and with reference to which individuals were involved. The method is useful in recording rare behaviors missed by other sampling methods and is often used in conjunction with focal or scan methods. However, sampling can be biased towards particular conspicuous behaviors.

Continuous Recording -- provides a faithful record of behavior including frequencies, durations, and latencies [the time that elapses between a stimulus and the response to it]. This is a very demanding method because you are trying to record everything within the setting and, thus, measuring reliability may be sacrificed. In addition, durations and latencies are only reliable if subjects remain present throughout the collection of data. However, this method facilitates analyzing sequences of behaviors and ensures obtaining a wealth of data about the observation site and the people within it. The use of audio or video recording is most useful with this type of sampling.

Focal Sampling -- this involves observing one individual for a specified amount of time and recording all instances of that individual's behavior. Usually you have a set of predetermined categories or types of behaviors that you are interested in observing [e.g., when a teacher walks around the classroom] and you keep track of the duration of those behaviors. This approach doesn't tend to bias one behavior over another and provides significant detail about a individual's behavior. However, with this method, you likely have to conduct a lot of focal samples before you have a good idea about how group members interact. It can also be difficult within certain settings to keep one individual in sight for the entire period of the observation.

Instantaneous Sampling -- this is where observation sessions are divided into short intervals divided by sample points. At each sample point the observer records if predetermined behaviors of interest are taking place. This method is not effective for recording discrete events of short duration and, frequently, observers will want to record novel behaviors that occur slightly before or after the point of sampling, creating a sampling error. Though not exact, this method does give you an idea of durations and is relatively easy to do. It is also good for recording behavior patterns occurring at a specific instant, such as, movement or body positions.

One-Zero Sampling -- this is very similar to instantaneous sampling, only the observer records if the behaviors of interest have occurred at any time during an interval instead of at the instant of the sampling point. The method is useful for capturing data on behavior patterns that start and stop repeatedly and rapidly, but that last only for a brief period of time. The disadvantage of this approach is that you get a dimensionless score for an entire recording session, so you only get one one data point for each recording session.

Scan Sampling -- this method involves taking a census of the entire observed group at predetermined time periods and recording what each individual is doing at that moment. This is useful for obtaining group behavioral data and allows for data that are evenly representative across individuals and periods of time. On the other hand, this method may be biased towards more conspicuous behaviors and you may miss a lot of what is going on between observations, especially rare or unusual behaviors. It is also difficult to record more than a few individuals in a group setting without missing what each individual is doing at each predetermined moment in time [e.g., children sitting at a table during lunch at school].

Alderks, Peter. Data Collection. Psychology 330 Course Documents. Animal Behavior Lab. University of Washington; Emerson, Robert M. Contemporary Field Research: Perspectives and Formulations. 2nd ed. Prospect Heights, IL: Waveland Press, 2001; Emerson, Robert M. et al. “Participant Observation and Fieldnotes.” In Handbook of Ethnography. Paul Atkinson et al., eds. (Thousand Oaks, CA: Sage, 2001), 352-368; Emerson, Robert M. et al. Writing Ethnographic Fieldnotes. 2nd ed. Chicago, IL: University of Chicago Press, 2011; Ethnography, Observational Research, and Narrative Inquiry. Writing@CSU. Colorado State University; Hazel, Spencer. "The Paradox from Within: Research Participants Doing-Being-Observed." Qualitative Research 16 (August 2016): 446-457; Pace, Tonio. Writing Field Reports. Scribd Online Library; Presser, Jon and Dona Schwartz. “Photographs within the Sociological Research Process.” In Image-based Research: A Sourcebook for Qualitative Researchers. Jon Prosser, editor (London: Falmer Press, 1998), pp. 115-130; Pyrczak, Fred and Randall R. Bruce. Writing Empirical Research Reports: A Basic Guide for Students of the Social and Behavioral Sciences. 5th ed. Glendale, CA: Pyrczak Publishing, 2005; Report Writing. UniLearning. University of Wollongong, Australia; Wolfinger, Nicholas H. "On Writing Fieldnotes: Collection Strategies and Background Expectancies.” Qualitative Research 2 (April 2002): 85-95; Writing Reports. Anonymous. The Higher Education Academy.

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