Masters Research Proposal
Name:Nicola Hamilton
Proposed Start Date: 1st January 2015
Duration: Two Years, Part Time
Location: Off Campus
Cost Per Year: £2000
I have recently graduated UCLan with a first class hours degree in Sports Development and have a real passion for cycling, more specifically Bikeability. I work fulltime at Go Velo as Operations Manager and I feel I have absolutely thrived in the working environment. Go Velo is a very successful Cycle Training Company and delivers bikeability throughout Lancashire and East Lancashire. I always felt able to complete a dissertation and actually looked forward to starting the research, I have the same feeling now and cannot wait to get started on the Masters Programme. Although there were elements of the dissertation I struggled with I thoroughly enjoyed researching, writing and reviewing my piece of work and the help and support I had from Clive was brilliant.
1. Networks:
Dr Clive Palmer (supervisor) -editor of the Sports Monograph and senior lecturer at the University of Central Lancashire, with various publications in varied research fields
Richard Western - published writer with a keen interest in cycling
Kirsti Grayson – Kirsit is the Director of Go Velo and has been running a very successful Bikeability Delivery company for 5 years. Her in-depth knowledge of funders, practical experience and direct contacts within the Bikeability circle will vastly improve my ability to collect data. I will be able to call on her expertise in relation to the delivery and specific Bikeability issues.
Go Velo Ltd- Through Go Velo I will have access to over 25 instructors opinions, hundreds of pupils from the vast school database Go Velo has established, I will have access to reporting data produced by Go Velo which gives facts and figures about the children who have received Bikeabiliy Training.
I will also be able to call upon my own previous research, which has been published as an example of qualitative research with a very specific focus on bikeability and its effectiveness.
Hamilton, N. and Palmer, C. (2014) Learning to ride a bike: a qualitative study of cycling and the Bikeability programme. Journal of Qualitative Research in Sports Studies, 8, 1, 17-86
Learning to ride a bike: a qualitative study of cycling and the Bikeability programme
2. Aims of the Study:
Being physically educated may infer that aspects of sport and physical culture are highly influential vehicles for stimulating learning through literacy, with equal status to other subjects through their unique contributions to common educational outcomes of developing literacy, numeracy, problem solving and social development.
The aim of the study will be:
i) To show the strong links between outdoor activity and the learning process children encounter at Primary School.
ii) To show the benefits of Bikeability through the format of literacy from a wide variety of children in very different circumstances and locations through Lancashire.
iii) Continuing the theme from my undergraduate study but investigating and providing evidence for the link between cycling and bikeability and the performance of children at primary school.
3. Literature Review:
‘Creative stories, poems and other bibliographical reflections reveal quite vividly the primacy, sensuality and emotional importance of being physically educated through the medium of literature’ (Palmer, 2014)
The Bikeability experience – a holistic education
(vi) Children’s learning must be holistic and must cover a variety of skills and knowledge
(Walsh and Gardner, 2005)
Holistic education focuses on the fullest possible development of a child, encouraging individuals to become the very best they can be (Forbes, 2003). Holistic education enables children to experience a variety of skills and emphasizes Education beyond the confines of the classroom. Through Bikeability children are encouraged to think for themselves, think critically about situations and develop an understanding and appreciation for the world around them. By teaching a child these essential skills in a holistic and experiential learning style, the children can assimilate knowledge and practical skills and develop as individuals through their decision-making, for example, the children are able to travel and have freedom to explore, experience speed, forces and manage risk. Through the feedback during the sessions, the children are encouraged to reflect and question, rather than memories facts for later regurgitation (Veselack, Cain-Chang and Miller, 2009). For these reasons and more Bikeability may be an ideal catalyst for such an approach to education.
I also discovered that Bikeability has potential to improve a child’s understanding of a range of concepts encountered across the school curriculum such as mechanical understanding and forces, as well as developing self-confidence, vigilance and awareness to be safe on the roads.
Interestingly, it was observed that varying degrees of parental support for Bikeability had a significant effect on children’s ability, interest levels and cycling habits than first predicted.Using the outdoor environment not only develops children’s physical, cognitive, social and emotional competencies, it also can also promote a healthy lifestyle (Williams-Siegfredsen, 2005).
According to Dannenmaier (1998) and Keeler (2008) outside activities appeal to children despite more and more children spending less time outdoors than they did generations ago (Clements, 2004; Dannemaier, 1998; Louv, 2005; McGinnis, 2003). This reduction in outdoor time and significantly decreased interaction with nature means children do not get the opportunities to actively engage in experiential learning in the outdoors or to learn about the natural world through active engagement and child-initiated experiences (Keeler, 2008).
Through Bikeability children are actively encouraged to cycle, to be outdoors and to become more active, allowing the children to develop important ‘foundational skills’ will help them prepare for future learning and encourage a sense of discovery (Veselack, Cain-Chang, Miller, 2009). Through the study I aim to use this outdoor education through Bikeability to make cross-curricular links will a whole variety of subjects.
Potential Curriculum Links
Potential Research Areas
4. Methodologies:
The study will adopt a qualitative approach and draw on a combination of methods that, in essence, encompass the branch of research categorised as ethnography.
Ethnography is not confined to one particular method of data collection (Hammersley and Atkinson, 1995) and by utilising a range of tools the data is more likely to be believable if it is varied and represents the lived experience (palmer and Griggs, 2010). For this reason the study will draw many conclusions and points of analysis from the written literacy-based pieces completed by the children for the purpose of this study. These will be the best indication of the link between bikeability and literacy.
Field observations will be one form of data collection. I will observe the children during Bikeability. Observation in some instances can be difficult, particularly in private settings when overcoming the access controlled by ‘gatekeepers’ may have consequences for the remainder of the project. The gatekeepers can be anyone who grants access to certain groups or settings which can be a limitation but also a safety ‘valve’ to protect the subjects and also the researcher (Timseena, 2009). However, due to the close proximity to these ‘gatekeeps’ through my role within Go Velo, I will be able to overcome certain barriers and access rich data for analysis. In my role as Operations Manager for Go Velo I am able already immersed in the environment surrounding Bikeability, which allows me to understand phenomena from an ethnographic point of view. Field Notes will be taken from a variety of observer perspectives, operating across the observer’s spectrum. This strategy will allow great depth and a greater level of trust to be formed with the target participants, allowing rich data. I will adopt different observation styles including, overt and covert research.
Having established a starting point with previous research into the effectiveness of bikeability, I will continue the theme and include narrative from a small number of colleagues that are involved in Bikeability and Cycle Training, probing deeper for additional themes not evident in the research’s own narrative. My previous research found that Parents have a great influence upon a child’s development and to some extent the child’s cycling ability and habits (Hamilton and Palmer 2014). Interestingly, it was observed that varying degrees of parental support for Bikeability had a significant effect on children’s ability, interest levels and cycling habits than first predicted.
I am also very interested in the parental influence on the children in terms of outdoor activity and bikeability. Interviews and focus groups will allow various opinions to be collected and analyses in relation to the childrens education. I have already started collating evidence of literacy and bikeability from numerous schools with the view to using them within the Master Programme.
5. Statement of Originality:
There is little literature based solely on bikeability and the effect it has directly on children. I aim to link cycling and bikeability with cross curriculum subjects. I aim to show the effect cycling and bikeability can have on childrens academic skills, which in turn may positively affect all other aspects of school and personal life. Literacy is the one of most important aspect of academic teaching, schools trade in literacy, the written word is equivalent to currency and if bikeability can positively affect literacy skills there must be a place for bikeability in schools up and down the country.
Encouraging positive cycling experiences with the aid of literacy could possibly improve attainment levels, which will then have a positive effect on grades. As well as the positive effect Bikeability can have on attainment and achievement, I also aim to provide evidence to the increase activity levels and reduced obesity levels as a direct result of bikeability.
6. Personal Motivation:
I became a fully qualified Bikeability Instructor sin March 2012 but have been involved with Bikeability as an assistant instructor since 2009, when I started a voluntary placement at South Ribble Borough Council. I have been heavily involved with Bikeability for over 7 years and over this period of time my passion, motivation and involvement has grown substantially. I now work directly in a very successful Bikeability and Cycle Training company, and we deliver throughout the country. I am highly motivated and wholly immersed in all aspects of Bikeability. My role at Go Velo allows me to see the organising, funding and management side but I am very lucky to be able to go out and deliver bikeability to schools up and down Lancashire as well.
Funding for Bikeability ends in March 2015 and the future of bikeability very uncertain. I have seen on a personal level what difference Bikeability has had on the children I have taught. I personally have thought many children to ride a bike without stabilizers and for that I am very proud. Moreover the children I have taught had little or no support from parents and I have found previously that parental support with regard to cycling is a dominating factor. Many of the children would not otherwise have had the opportunity to learn to ride a bike and I feel personally that riding a bike is a very important skill not only to improve health and wellbeing but also to develop independence and self-confidence.
My academic dissertation has been published in the Journal of Qualitative Research in Sports Studies and is available for public viewing. Alongside the publication I have won a personal award for my research and writing ability within the University of Central Lancashire. I am very proud of my achievements and wish to continue with the masters Programme to acquire some very meaningful and interesting data surrounding bikeability that I hope will ultimately secure the future of Bikeability with schools.
Through this study I aim to prove that bikeability is effective teaching and learning method and that bikeability is relevant to all aspects of child development. Ultimately, I want to provide evidence that bikeability is an effective scheme to ensure the funding continues for years to come and so children in many years will reap the benefit Bikeability has to offer.