Teaching Research Methods and Research Skills Learning in

Teaching Research Methods and Research Skills Learning in, through, and about movement Dr Barry Costas 28 th April 2017 University of Hertfordshire

The Learner at the heart of their own learning

Theoretical Perspectives & Literature Review • Helen Simons (1987, 1989) and a humanist perspective • Denis Lawton (1996, 2000) Young People learning from an Educational perspective • Michael Fielding (2004, 2008) and Learner Voice from a Sociological perspective • John White (2004, 2007) Learning in the early 21 st century from a Philosophical perspective • Building and Creating the future together Costas (2011, 2015)

Learning in, through and about movement Arnold (1979) Learning IN Movement – the learner acquires new knowledge and understanding whilst participating in and during the game or activity. So for example, the climber who has to change climbing techniques, or the rugby scrum half who adapts or adjusts a game plan, as the current tactics are not working

Learning through movement • Learning THROUGH Movement – the learner gains a deeper understanding and gains new knowledge indirectly through participation, and as a result of the activity or game. So for example the climber or Rugby player may increase fitness levels or develop an appreciation of performance, rules or aesthetics

Learning about movement Learning ABOUT movement – the learner develops a greater understanding as a result of studying and participating in the activity or game. The climber understands and copes with oxygen debt as he/she ascends. The Rugby player develops psychological strategies to help cope with kicking successfully when millions may be watching.

LV + LITAM = RM & RS? • So, I was using my own doctoral research on Learner Voice which places the Learner at the heart of their learning and starts from what they already knew, and link this with the concept of learning in, through, and about movement to teach Research Methods and Skills

The Context • The Students were from a group of Second Year BA under graduates compromising of 32 in total • They were studying a module on Research Methods and Methodology • The group were new to me – Ontological perspectives and epistemology? Something was clearly not working • Fair Testing, data collection and repeatability • The Sports Village……. .

The First session…. . • Students were grouped and given a competitive throwing game to take part in. We were looking for winners and losers • The games were designed to be unfair and ranged in terms of difficulty and physical endurance • Variables included space, equipment used, numbers in groups, time, body parts used and types of throws

So What happened…. . ? • When I announced the winning group, pandemonium broke out. Heated arguments and discussions followed and cries of ‘It’s not fair’ ‘Our game was much harder than yours’ ‘Cheats’ and ‘Well, you try throwing with your left hand? ’ • And that was the point………They had got it! • The groups then had to create/ design / make up games that they then had to teach other groups but detail what they were testing for………?

This then led us into notions of • Data collection and recording • Differences between quantitative and qualitative data • Analysis of data • Interpretation of data • Findings and Recommendations • But ‘it was their data’ that they had generated and were handling

Learning in through and about movement • The group had learnt ‘in’ movement (playing the games) that there were a number of unfair variables being used • The group had learnt ‘through’ movement that the tests needed to be fair and the same for all in this context • The group had learnt ‘about’ movement, as they had discovered that some throws are more effective than others (underarm, overhead, bowling, lobbing etc)

Discussion • What is Education for? • Who is it for? • Who are the most important stake holders in education? • Does it feel like it is being • “Done to” or “done with the student” • What would they say? • What next?