Empowering Young Researchers: Youth Voice in Research
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Research ‘with’ us not ‘on’ us
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•
Enable Young People to become the “researchers” or “investigators”.
•
Find out what your peers think about PE and school sport.
•
Design an insight toolkit so you can collect info and use your findings.
•
Develop skills to use these tools to collect information from your peers.
•
Help to develop ideas on how to feed back to your school staff and
school councils.
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Study or investigation that aims to find new
information or reach a new understanding
about a certain topic.
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Why is Peer to Peer research better?
•
Students feel more comfortable and open.
•
Young people understand each other better as they share a similar
lived experiences.
•
Empowers young people to be in more control of what is being
designed in PE and school sport for them.
•
Young people are experts on youth issues.
•
Freer talking about issues to people of their own age compared to
adults.
What’s is it for me?
•
What do you think you will gain from being
involved in this?
•
What is in it for you?
•
Write it down or draw what you think.
•
Throw a ‘stone’ in the pond and read out what
statement your ‘stone’ lands on.
Young Researchers –
We would like you to try this…..
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Module 2 – Skills of a Young Researcher
Some Skills of a Researcher
•
Active listening skills
•
Group collaboration
•
Knowledge of open-ended
questions
•
Developing empathy
•
Emotional Intelligence
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Lets
Practice!
Active Listening
S
tarting sentence
“Once upon a time,
a tiny grey puppy called….”
Everyone take it in turns so that e
ac
h of you can add
to the story based on what the previous participant
has added to the story.
This is a
great demonstration of active
listening.
1.
Laughing
2.
Happy
3.
Frustrated
4.
Embarrassed
5.
Upset
Skills and Qualities of a Researcher
What Toppings goes on
YOUR
pizza?
S
K
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S
Ask Good Questions
Creativity
Being Organised/ Planning
Be Patient
Respect
Q
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Calm
Curiosity
Commitment
Excellent communication skills
Empathy
Different Ways to do Research…..
•
Survey
•
Focus Group
•
Interview
•
Poster Design
•
Observation
•
Photo/Picture Cards
•
Wordle
•
Polls
•
Vlog
•
StoryBoards
Start with why
•
Why is your research important?
•
Why is it important to design and deliver an inclusive survey and
an inclusive focus group?
•
How can we make sure that all our peers can understand the
questions and feel comfortable to share their thought with you?
•
What do you want to ask in your survey or focus group?
•
Have a go at thinking about the questions you could ask?
Questions are the key
•
Simple opening question to encourage people to talk
&
feel comfortable.
•
Ice breaker activities or Chateez cards, can be used to encourage conversation.
These questions are not usually analysed.
•
“Go to the emoji or picture card that best represents how you feel about physical
activity or PE or the school games or school sport?”
•
People can draw theirs also, remember to ask why people have chosen a
specific card or drawn what they have.
You can use or adapt these questions
•
What do you think of PE/school sport?
•
How do you feel about having to attend PE at your school?
•
How do you feel about being able to attend sports sessions at your school?
•
What do you like best about PE/ school sport?
•
What do you not like about PE/school sport?
•
Do you think that your school is offering you the best experience in PE/sport?
•
How do you find out about sport in your school?
You can use or adapt these questions
•
How often you play sport at school?
•
Every day, once a week, about once a month, less than once a month, other?
•
Name the sports/physical activity that you do?
•
If none, what sport /activity would you like to do? Why?
•
Do you play a sport with your friends/family that is not in school?
•
Do you have a lot of fun when playing sports?
•
Do you enjoy PE? Explain further your response whether it is ‘yes’ or ‘no’.
You can use or adapt these questions
•
Are you satisfied with your PE/ sport experiences in school?
•
Do you have a lot of choices in PE/ sport/physical activity opportunities?
•
Are you happy with the opportunities to get to play sport or do PE with your friends?
•
Is it easy for you to play sport/take part in physical activity in school?
•
Do you get a lot of help from your school to get involved in sport or PE?
•
Does PE
/school
sport or physical activity give you more self-confidence?
R
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:
These are the correct
rules of conduct to follow
when carrying out your
research. Following
these guidelines ensures
that we uphold our moral
responsibility to protect
research participants
(Dolan, 2015)
Analysing your Results
(Dolan, 2015)
•
When analysing data (from questionnaires, interviews, focus groups
etc.), you must look back at your research question i.e., why are you
doing this research? This will help you to focus on answering the
question.
Interpreting the data that you have collected
•
1. Put the information in perspective, e.g., compare what you found to
what you expected find or previous research.
•
2. Consider recommendations to help improve the situation.
•
3. Record conclusions and recommendations.
Basic Analysis of Quantitative Information
Responses to closed-question questionnaires
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Basic Analysis of Qualitative Information
Responses from interviews, focus groups or open-questions in a questionnaire.
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e.g., most people were aware of…,
some of the people had concerns about…etc.
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Young Researchers –
We would like you to try this…..
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Think Inclusively……….
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Plain English, use of images to help with understanding, online
versions to help students with writing difficulties.
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Plain English questions, use of emojis/images, asking for input
from everyone (“do you have any thoughts on that Jack”)?
We would like you to try this…..
Think of 3 Questions you can ask in your survey
(people who like PE or school sport)
-
why should these be different to the focus group questions
?
Think of 3 Questions you can ask in your focus group
(people who do not like or engage in PE or school sport)
-
why should these be different to your survey questions?
Call To Action!
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Explore the importance of youth voice in research, designed and delivered by young people themselves. Peer-to-peer research fosters comfort, understanding, and empowerment among young individuals, enabling them to shape physical education and school sports. Discover how peer research allows for freer discussion on youth issues and facilitates better communication among peers.
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Presentation Transcript
Young Researchers/Insight Investigators Research with us not on us
Young Researchers/ Insight Investigators Module 1 Youth Voice and what is research?
Research for Young People designed by Young People, delivered by Young People. Enable Young People to become the researchers or investigators . Find out what your peers think about PE and school sport. Design an insight toolkit so you can collect info and use your findings. Develop skills to use these tools to collect information from your peers. Help to develop ideas on how to feed back to your school staff and school councils.
Youth Voice why is it important? UN Convention on the Rights of the Child (UNCRC) UN Convention on the Rights of the Child (UNCRC) Article 12 . Every child and young person has the right to express his or her views freely in all matters affecting them Article 13. Every child and young person has the right to freedom of expression, including the right to all kinds of information and ideas.
What is Research? Study or investigation that aims to find new information or reach a new understanding about a certain topic.
Why is Peer to Peer research better? Students feel more comfortable and open. Young people understand each other better as they share a similar lived experiences. Empowers young people to be in more control of what is being designed in PE and school sport for them. Young people are experts on youth issues. Freer talking about issues to people of their own age compared to adults.
Whats is it for me? What do you think you will gain from being involved in this? What is in it for you? Write it down or draw what you think. Throw a stone in the pond and read out what statement your stone lands on.
Young Researchers We would like you to try this .. SURVEY give this to at least 20 people at your school to complete these people will already be participating in PE and/or school sport FOCUS GROUP with 5 people from your school who do not like PE or who have never taken part in school sport. Don t worry you will be taught these research skills.
Young Researchers/ Insight Investigators Module 2 Skills of a Young Researcher
Some Skills of a Researcher Active listening skills People really resonate with peers .word of Group collaboration mouth from those individuals is probably a lot Knowledge of open-ended stronger than word of mouth from us. It is about questions relevant lived experience that resonates Developing empathy Focus on Us Research Emotional Intelligence Lets Practice!
Active Listening Starting sentence Once upon a time, a tiny grey puppy called . Everyone take it in turns so that each of you can add to the story based on what the previous participant has added to the story. This is a great demonstration of active listening.
1.Laughing 2.Happy 3.Frustrated 4.Embarrassed 5.Upset
Skills and Qualities of a Researcher What Toppings goes on YOUR pizza? 1 SKILLS SKILLS Ask Good Questions 2 Creativity Being Organised/ Planning Be Patient Respect QUALITIES QUALITIES Calm 6 3 Curiosity Commitment Excellent communication skills 4 5 Empathy
Different Ways to do Research.. Photo/Picture Cards Survey Wordle Focus Group Polls Interview Vlog Poster Design StoryBoards Observation
Start with why Why is your research important? Why is it important to design and deliver an inclusive survey and an inclusive focus group? How can we make sure that all our peers can understand the questions and feel comfortable to share their thought with you? What do you want to ask in your survey or focus group? Have a go at thinking about the questions you could ask?
Questions are the key Simple opening question to encourage people to talk & feel comfortable. Ice breaker activities or Chateez cards, can be used to encourage conversation. These questions are not usually analysed. Go to the emoji or picture card that best represents how you feel about physical activity or PE or the school games or school sport? People can draw theirs also, remember to ask why people have chosen a specific card or drawn what they have.
You can use or adapt these questions What do you think of PE/school sport? How do you feel about having to attend PE at your school? How do you feel about being able to attend sports sessions at your school? What do you like best about PE/ school sport? What do you not like about PE/school sport? Do you think that your school is offering you the best experience in PE/sport? How do you find out about sport in your school?
You can use or adapt these questions How often you play sport at school? Every day, once a week, about once a month, less than once a month, other? Name the sports/physical activity that you do? If none, what sport /activity would you like to do? Why? Do you play a sport with your friends/family that is not in school? Do you have a lot of fun when playing sports? Do you enjoy PE? Explain further your response whether it is yes or no .
You can use or adapt these questions Are you satisfied with your PE/ sport experiences in school? Do you have a lot of choices in PE/ sport/physical activity opportunities? Are you happy with the opportunities to get to play sport or do PE with your friends? Is it easy for you to play sport/take part in physical activity in school? Do you get a lot of help from your school to get involved in sport or PE? Does PE /school sport or physical activity give you more self-confidence?
Research Ethics: These are the correct rules of conduct to follow when carrying out your research. Following these guidelines ensures that we uphold our moral responsibility to protect research participants (Dolan, 2015)
Analysing your Results (Dolan, 2015) When analysing data (from questionnaires, interviews, focus groups etc.), you must look back at your research question i.e., why are you doing this research? This will help you to focus on answering the question. Interpreting the data that you have collected 1. Put the information in perspective, e.g., compare what you found to what you expected find or previous research. 2. Consider recommendations to help improve the situation. 3. Record conclusions and recommendations.
Basic Analysis of Quantitative Information Responses to closed-question questionnaires 1. Organisethe information, i.e., add up the number of yes responses, no responses for each question etc. 2. Once you have completed your calculations you can create a table in excel to show the responses. 3. Illustrate your findings with graphs. 4. Write a short paragraph summarising your findings.
Basic Analysis of Qualitative Information Responses from interviews, focus groups or open-questions in a questionnaire. 1. Look through all the responses. 2. Organise similar answers or comments into themes, e.g., concerns, strengths, weaknesses, similar experiences, suggestions for change etc. 3. Label the themes and write up what you find under each theme. 4. Identify any patterns in the themes, e.g., most people were aware of , some of the people had concerns about etc. 1. Write a short paragraph summarising findings for each category. 2. Illustrate your findings with powerful quotes and photos/drawings.
Young Researchers We would like you to try this .. SURVEY give this to at least 20 people at your school to complete these people will already be participating in PE and/or school sport. FOCUS GROUP with 5 people from your school who do not like PE or who have never taken part in school sport. Don t worry you will be taught these research skills.
Think Inclusively. SURVEY How can I make sure that my survey can be understood by everyone? Plain English, use of images to help with understanding, online versions to help students with writing difficulties. FOCUS GROUP How can I make sure that everyone in my focus group can understand the questions and feels heard? Plain English questions, use of emojis/images, asking for input from everyone ( do you have any thoughts on that Jack )?
We would like you to try this.. Think of 3 Questions you can ask in your survey (people who like PE or school sport) - why should these be different to the focus group questions? Think of 3 Questions you can ask in your focus group (people who do not like or engage in PE or school sport) - why should these be different to your survey questions?
Call To Action! SURVEY give this to at least 20 people at your school to complete these people will already be participating in PE and/or school sport. FOCUS GROUP with 5 people from your school who do not like PE or who have never taken part in school sport. Work with your school staff and share your insight to them!
