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Sport: Creating Research questions

How do you know when you have a good research question?

Whatever your career-related subject area, all research questions for the reflective project follow certain rules to allow the greatest opportunity for success. The dilemma is clear, the question is not overly complicated, and it is balanced and unbiased. Lastly, whilst 'Should' questions are by no means compulsory, they do allow the opportunity for an interrogative RP and avoid going down a descriptive pathway.

Sport and Exercise Science

Spotting the potential in questions

Here we are taking quite a simple approach by reviewing past reflective project questions and anticipating the different avenues and dead-ends a student might come across along the journey. Even if a student starts out with a solid, well-constructed question, it's good to consider the pitfalls that could occur along the way. After all this is a process.

Many experienced RP coordinators will tell you, many projects start out very similarly with enthusiasm at the start but it's a long road and we want questions that can allow for multiple perspectives with enough sources to keep the interest but not overwhelm.

A reminder of good questions

There is no universal set of criteria for a good research question. Different disciplines have different priorities and requirements. A good research question for a history paper will differ from a good research question for a biology paper. In general, however, a good research question should be:

  • Clear and focused. In other words, the question should clearly state what the writer needs to do.
  • Not too broad and not too narrow. The question should have an appropriate scope. If the question is too broad it will not be possible to answer it thoroughly within the word limit. If it is too narrow you will not have enough to write about and you will struggle to develop a strong argument (see the activity below for examples).
  • Not too easy to answer. For example, the question should require more than a simple yes or no answer.
  • Not too difficult to answer. You must be able to answer the question thoroughly within the given timeframe and word limit.
  • Researchable. You must have access to a suitable amount of quality research materials, such as academic books and refereed journal articles.
  • Analytical rather than descriptive. In other words, your research question should allow you to produce an analysis of an issue or problem rather than a simple description of it (more on this below).

From Monash University (Melbourne, Australia) library' s resource pages

Should female athletes be entitled to pay equality with their male counterparts who compete in the same sport?

Finding a new angle for a popular area of research
This is a popular area of discussion in Sports related reflective projects. This is a great example of a reflective project that needs to acknowledge a broad global context before narrowing down to a particular focus and angle. Included here is an article which captures the complexity of the sporting landscape and pay. The student may well start out considering international and high profile sports but it might make for a more interesting and nuanced angle to consider grass roots and disparities in opportunity for females. Certainly in the field of women's football (soccer), this is a very current discussion that is only really changing in the UK, for example, in the last few years.

Should Transgender Athletes Compete as the Gender They Identify as?

Again, this is a very topical ethical issue and quite rightly. It is also a great example of an issue that is highly charged and sensitive and can seem more difficult to navigate. That does not mean it should not be explored as this is the entire point of the reflective project's focus on the ethical dilemma; also the essence of international-mindedness and the last line of the IB's mission statement!
At first glance, we could presume this is just one debate about the participation of transgender competitiors in athletics. However, it is already more nuanced as it clearly states 'the gender they identify as'. This is pertinent as there is much debate in athletics, not to mention other sporting arenas, surrounding the hormone levels that dictate the definition of a person's gender which can prevent athletes competing who do not identify as transgender. The student has stipulated 'transgender' which by definition[1] does not relate to physical traits of gender and therefore we can see an interesting clash emerging between this and a profession that depends on physicality to define its parameters. What we need to make sure of with a question like this, is that there are examples in the real world to add to the debate rather than this remaining a fully hypothetical and philosophically debated  question. 
 
As ever, just like other questions, care must be taken to establish the parameters by which this question will be discussed early on in the reflective project. And, again, this is another case of the examples and perspectives absolutely making the success of the project.

Is it Right to Choose an Athlete at a Young Age Purely Based on Genetics and Family Background History?

This question has created a lot of debate amongst fellow RP teachers. However, I wonder if the question actually captures a dilemma? Is the issue whether this is 'right' or that it is a decision 'purely' based on genetics and family background? Doing a cursory search into this debate and I wonder if the question captures a perspective in a wider debate about access and inclusion in sport. I am concerned that the scientific evidence for 'purely' is scant and therefore this question goes in too strong. Are there examples of institutions who only make choices of athletes based on genetics? Should it be part of the selection process? Is there a wider issue of young people having to specialise too early?

Should the classification of Paralympic athletes regarding their “level” of disability continue as is?

It is always an interesting arena, considering the current legislation and whether it is fit for purpose. I am not sure from the question what the ethical dilemma is and the nature of it; is the legislation outdated or not fit for purpose? This might be a good example of where naming a context within the question would aid the reflective project as a whole; in this case, which Paralympic Games created the paradym shift for there to be debate about the 'level' of disability? What is the significance of paranthesis of 'level' too? Lots of questions about the question.

Should FIFA be given more responsibilities in order to assess the consequences of choosing the host of the World Cup?

This is a great example of a question that may have started off very differently and possibly bias but the student has worked hard to create a balanced question where there is a possible dilemma. It is also clearly ethical in nature as it delves into consequentialist ethics very clearly. I am excited to see how the student steers the debate and looks at multiple perspectives. Is it possible? Absolutely. Perhaps consider starting with a clear example that brought this debate to the world's attention in recent times but also look for other examples to add depth to the discussion so it widens out.

Should Teams be Trying to Win at All Costs?

So this starts off as a great example of a hypothetical question which we need to try to avoid. However the student might well have a particular sport in mind or a particular context such as schools. Indeed, they might also be considering a particular age group. A high recommendation would be not to leave the question as it is and give it a lot of context. And 'all costs' sounds very dramatic; what are we talking about? I like that we are delving into applying deontological ethics and the purity of the intention justifying any outcomes. And equally does the win justify the means? Examples please of this being applied please!

Should there be a wage gap between men and women in sports?

This seems like an early version of our very first question on this page so same advice! A lot more context please as very general.

Should Division 1 teams with high finances and better opportunities play in the same leagues as Division 3 teams that don’t?

As an English teacher, this feels somewhat clunky and needs a little work. However the bones are good. I wonder if we could take a step back and work out what the actual clash is. Is it equity of access? I like the idea of considering the debate of equality versus equity here and whether there should be wider legislation and funding in grassroots sport or within professional football leagues.

Should female athletes wear revealing outerwear during sports games?

This possibly is a good example of something being an ethical dilemma depending on where you are in the world and your context. Putting that aside, we must pay attention to the inherent bias in the question with the word 'revealing'. I think there could be an interesting debate here if we create a more measured and balanced question.
This article from The New York Times gives an overview of women's clothing in sport over the years and might be an interesting read for the student who is struggling to open the debate. It also might provide the opportunity to consider which sport there is a real dilemma about clothing.
Source for consideration:

Footnotes

  1. ^ https://www.dictionary.com/compare-words/transgender-vs-transsexual
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