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102096 Researching, Teaching and Learning 1

Assignment 2: Critical Analysis of Research

Sport and physical education has always been considered as gender specific by the general

Australian public, with each sport considered to favour one gender over the other. In more

recent times, this idea of gender specific sport has changed, due to the increased option of

all sports being available for both genders to participate in and the idea of this being

considered as the norm. This however, is not the case for the same- sex attracted and

gender diverse (SSAGD) community, who are still left with the feeling of not being wanted on

any sporting field and not belonging to team based sports due to the amount of

homophobic bullying present in sport. The same feelings are present for SSAGD youth who

struggle to participate in physical education classes at school due to the fear of being

victimised by verbal and physical abuse. Teachers who are PE trained need to ensure they

have strategies in place to help these students when necessary and to show they are there

for moral support, whilst also having policies in place so students know what is considered

inappropriate language and behaviour.

In the article ‘The impact of homophobic bullying during sport and physical education

participation on same-sex attracted and gender-diverse young Australians’ depression and

anxiety levels’, Symons, O’Sullivan, Borkoles, Andersen & Polman (2014) study SSAGD

students and the effects homophobic bullying has on these students in regards to sport and

physical education and how this can further effect their overall schooling. This report will be

compared to the article by O’ Brien, Shovelton & Latner (2013), ‘Homophobia in physical

education and sport: The role of physical/sporting identity and attributes, authoritarian

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aggression, and social dominance orientation’ which takes a similar approach towards

assessing the effects of bullying on SSAGD students, but also extends to university students.

Both articles use similar approaches to gather their research, which, along with the results,

strengths, weaknesses and limitations of each article, will be analysed in this essay.

The purpose of the study by Symons et al. (2014), was to examine whether homophobic

bullying in the sport and physical activity setting was linked with mental health issues in

SSAGD students, and to see if there were any barriers in place to prevent these students

from participating in sport. These factors were replicated in the study by O’Brien et al.

(2013) but they also included self- evaluation factors and any prejudices the participants had

towards the SSAGD community. Symons et al. (2014) found that verbal abuse was the most

common type of homophobic bullying, and found that it was most commonly used in

physical education classes and school sport compared to club sport. Similarly, O-Brien et al.

(2013) also found verbal abuse to be the most common form but also found that as

participants’ athletic self- concept decreased, anti- gay prejudice increased. Both studies

concluded that rates of homophobic bullying were higher in the sport and physical

education setting, with O’Brien et al. (2013) adding that the sport and physical education

settings may benefit from prejudice reduction initiatives and that there is room for teachers

and authorities to take control and change such situations.

Both articles demonstrate an extensive review of past literature related to homophobic

bullying, which the authors have used as a basis for their studies. Both studies are

purposeful in addressing the gaps identified in the current research, and both articles

include existing statistics and results as a comparison for their studies, which are important

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factors of a literature review (Oliver, 2012). However, both articles have limitations in their

relevance, as they both contains references from various countries, making it hard to know

whether the studies have been accurately compared to the previous literature (Ullman,

2015).

The two articles both detailed the methods for collecting data and discussed these methods,

and how they provided data that was easy to interoperate. However, the two studies used

different methods to gather the data. While Symons et al. (2014) utilised online surveys,

open and closed questions, and questionnaires to gather information about students’

feelings and experiences, O’Brien et al. (2013) collected their data through pen and paper

questionnaires and several different scales which were used to assess students’ feelings and

experiences. Symons et al. (2014) provides in detail the questions that were asked in their

surveys, whereas O’ Brien et al. (2013) briefly describes the questions used in their

questionnaires, but provides a clear explanation of the role of each scale that was use and

what it assessed. This may be viewed as a weakness, as they are not providing the reader

with all the details from the study, which may prevent researchers from using or re-testing

this study in the future (Panda & Gupta, 2014). Without knowing the full details of the

questionnaire, readers may be tempted to make their own assumptions about the data.

Overall, both studies have developed effective data collection methods that adequately

inform the reader of the how participants shared their feelings and experiences, however,

the information could be more detailed which would avoid the reader making their own

conclusions.

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Both studies were interested to develop a strong understanding of the participants’ feelings

towards homophobic bullying and to get a grasp of their experiences relating to the bullying,

in order to gather accurate results. The methodological approaches of both studies can be

compared. Symons et al. (2014) used volunteer sampling to gather their participants which

included advertisements on Facebook, radio and e-banners on websites, as well as emails

sent out to various youth networks and face to face handouts by supporting companies.

They gathered 563 participants over 7.5 months, which was then reduced to 536 due to

participants not meeting specific age requirements, set after the completion of the surveys.

O’Brien et al. (2013) used cluster sampling to gather a select number of students studying PE

at university. They gathered 199 students of this nature, which they then matched with 210

students who were studying other subjects. While the study by Symons et al. (2014) had a

larger sample size, they had an uneven number of heterosexual participants to those who

identified as SSAGD, similarly, the study by O’Brien (2013) also did not have even numbered

groups, although they were a lot closer. Having groups with even numbers of participants

would provide a more accurate result with less chance of the results being skewed in one

direction (Ivey, 2012). Neither of the two studies talk about the samples as being limitations,

however they can be considered as limitations as they provide uneven results.

Herein, the similarities and differences of the research findings are discussed. Symons et al.

(2014) focused on the qualitative responses in regards to the feelings and experiences of the

participants, as well as statistics which were developed from the responses as well as the

closed end questions in the surveys. This approach is suitable when gathering open ended

information which can then be analysed depending on the responses (Schostak & Schostak,

2013). On the other hand, O’Brien et al. (2013) focused their results on statistical analysis in

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the form of tables, which can clearly identify trends in the research (Ivey, 2012). In saying

this, both studies wanted to develop an understanding of their participants’ experiences

with homophobic bullying in the sports setting and the feelings they have towards the type

of bullying in general. Researchers need to be able to use their data to create strategies and

interventions that could be implemented to improve the research topic (Panda & Gupta,

2014). By creating strategies for teachers and coaches to implement in their classes and

teams, there would be fewer negative reports by the SSAGD community. The inclusion of an

intervention group (‘straight group’) in both studies is a strength as it provides the reader

with a strong understanding of the effects the study has had on the SSAGD participants.

Overall, the approaches by both studies showed relevance to their initial research questions,

and therefore successfully established results that showed the prevalence of homophobic

bullying in sport and the effects it has on people who identify as SSAGD.

Implications towards teaching practice are mentioned in the article by Symons et al. (2014),

by concluding with suggestions for PE teachers and school principals to implement into their

teaching methods. O’Brien et al. (2013) mentions implications for authoritarians and

university students to consider once they become qualified teachers. They discuss the

limitations of their study, including the sample size which was taken from convenience. They

also did not ask participants to clarify if they identified as SSAGD, they made assumptions

based on the answers given in the questionnaires. Unlike O’Brien et al. (2013), Symons et al.

(2014) did not mention the limitations of their study and did not discuss the sample size,

leaving it hard for future researchers to replicate or expand from this study (Panda & Gupta,

2014).

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Nonetheless, the limitations discussed above can provide a discussion point about the

implications for teaching practice that arise from the research articles. With reference to

teaching purposes, the norm of secondary schools is treat all students as ‘straight’ (Elliott,

2016). Ollis & Harrison (2016), along with the NSW Teachers Federation (2011) and the

Victorian State Government and Training (2014) developed a framework for teachers to

implement in their teaching which aims to increase the awareness of sexuality and gender

diversity in schools. The framework includes increased teaching on the specific topics, and

encouraging students and teachers to be inclusive towards SSAGD students. Ollis & Harrison

(2016) also included individuals that identified as SSAGD to contribute to the policies, to

help establish a framework that was inclusive of all and was appropriate to implement into

the PDHPE curriculum, which now includes teaching about sexuality and sexual health (NSW

Teachers Federation, 2011). Both articles present findings that support this framework, and

Symons et al. (2014) also concluded with some teaching methods that should be

implemented into the classroom. The teaching methods developed included informing

students that the classroom is an equitable learning area, where everyone is to be treated

equally, establishing boundaries in regards to specific language and discouraging the use of

homophobic language and slang, and encouraging students to approach the teacher if they

have any issues or queries (NSW Teachers Federation, 2011).

In conclusion, both articles have expanded on knowledge in the field of homophobic bullying

and have contributed to developing strategies to reduce the prevalence of bullying in

sporting contexts. Importantly, both studies have concluded similar recommendations in

regards to further research, with both articles highlighting gaps and ideas for expansions of

their studies. Overall, teachers, schooling and sporting authorities play significant roles in

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students’ lives, and must set the example of allowing people of the SSAGD community to

participate freely in sport and physical education, free of homophobic bullying. The content

covered in both articles links this issue to teaching practices current in the field today,

leaving room for further development and research to establish an environment free of

homophobic bullying that has strategies in place to encourage inclusivity of everyone.

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References
College of Sport and Exercise Science, Victoria University, and the Institute for Sport, Exercise

and Active Living (2014) The impact of homophobic bullying during sport and physical

education participation on same-sex attracted and gender-diverse young Australians’

depression and anxiety levels “The Equal Play Study”. Retrieved from:

https://vuws.westernsydney.edu.au/bbcswebdav/pid-2658008-dt-content-rid-

22276764_1/courses/102096_2017_1h/EqualPlayReport_HomophobicBullyingDuringSport_

DescriptiveStats_2014.pdf

Ivey, J. (2012). The value of qualitative research methods. Pediatric Nursing, 38(6), 319.

Retrieved from:

http://search.proquest.com.ezproxy.uws.edu.au/docview/1266027450/fulltextPDF?ac

countid=36155

NSW Teachers Federation. (2011, August). Gender, sexuality and identity. In J. Diamond

(General Secretary), Decision of the 2011 Annual Conference. Conference conducted at the

meeting of the NSW Teacher Federation, Surry Hills, NSW. Retrieved from:

https://www.nswtf.org.au/files/gender_sexuality_and_identity_policy_0.pdf

O’Brien, K. S., Shovelton, H. & Latner, J. D. (2013). Homophobia in physical education and

sport: The role of physical/sporting identity and attributes, authoritarian aggression, and

social dominance orientation. International Journal of Psychology, 48(5), 891–899. DOI:

10.1080/00207594.2012.713107

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Oliver, P. (2012). Succeeding with your literature review: A handbook for students.

Maidenhead: Open University Press.

Ollis, D., & Harrison, L. (2016). Lessons in building capacity in sexuality education using the

health promoting school framework. Health Education, 116(2), 138-153. Doi: 10.1108/he-08-

2014-0084

Panda, A., & Gupta, R. K. (2014). Making academic research more relevant: A few

suggestions. IIMB Management Review, 26(3), 156–169. doi:10.1016/j.iimb.2014.07.008

Schostak, J., & Schostak, J. F. (2013). Writing research critically: Developing the power to

make a difference. New York: Routledge.

Ullman, J. (Comp). (2015) Applying educational research: How to read, do, and use research

to solve problems of practice (Custom ed.). Sydney, Australia: Pearson. (Ullman, 2014)

Victorian State Government of Education and Training. (2014). Talking Sexual Health: A

National Framework. Retrieved from:

http://www.education.vic.gov.au/Documents/school/teachers/teachingresources/social/phy

sed/talksexhealth.pdf

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