Research Design Proposal

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The purpose of this project is to use the topic "Sports and Motivation", conduct a study on previous researches in this field (at LEAST 10 scholar articles), summarize them based on their similarities on certain topics or aspects (AKA Literature Review). Then design your own research by putting "Statement of Purpose & Methods" sections.The Literature Review AND Statement of Purpose should be 6-8 pages long, the Method section should be 1 page long.
ALL of the articles should come from the EBSCOHost.

I am attaching the detailed instructions, References (articles) I have founds so far (only 7 - all can be changed, if necessary) as well as examples of what the work should look like.


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HOW TO WRITE A RESEARCH DESIGN PROPOSAL PAPER IMPORTANT: • You must use peer-reviewed research studies, which are scholarly scientific studies in which data are collected, analyzed and the findings/results are reported. What is a Research Design Proposal Paper? 1) It is written after reading and evaluating the research studies that have been previously conducted by other researchers and published in journals and …… 2) It includes a research study that you design and propose be carried out in the future. A research proposal is original and scientific, and has the potential to expand conceptual understanding of the topic. There are two main components of your paper: 1. Introduction Section: Reporting Past Research. Read and report on scientific research studies that have already been conducted on your general topic. 2. Statement of Purpose & Methods Sections: Designing Your Own Research Study. You must design a research study that you propose to carry out (if required) on a specific subtopic (e.g., gender differences in coping and recovery in adulthood). Your Goal in Writing the Introduction Section (AKA: Literature Review): Your main goal is to give a comprehensive overview of the research findings (on your topic) that have already been documented through published accounts of past scholarly research studies. You want to make sure that you help the reader to understand key information about the topic and what past research has found out about the subject. • The majority of your written Research Design Proposal Paper (the Introduction section) will describe and summarize the research that has already been conducted by other researchers and reported in peer-reviewed scientific journals. This review of past research studies is often called conducting a “literature review”. • The whole idea behind writing the Introduction (Literature Review) is so that you can tell a story about past research conducted on your general topic and then, based on that information, design your own research study. Details about the Basic Structure of this Paper PAPER LENGTH & CONTENT: • Introduction & Statement of Purpose sections together: should be between 6 to 8 full pages of in-depth, concise reporting of past research study results/findings. • Methods section will be approximately ½ to 1 page long, depending on your design. • Whole paper should be a maximum of 11 pages including the Title Page, Introduction, Statement of Purpose/Methods & Reference pages. • Read and cite a minimum of TEN peer-reviewed journal research study articles on your topic (no more than 12). You will probably end up having to read more than 10 articles in order to find the best ones to use in your paper. You will use the 10 articles to write the Introduction section of your paper which tells the reader about results other research studies. • You must cite the 10 peer-reviewed research study articles on your references page and cite them in-text (in the Introduction Section of your paper). • May use up to THREE BOOKS for definition of terms or concepts, in addition to the 10 research study articles. The only sections of this Research Proposal paper that you will have are: • Title Page • Introduction • Statement of Purpose • Methods • References This paper will NOT have an Abstract, Results section or Discussion/Conclusion sections. I. TITLE PAGE: 1. This is the first page of your paper and shows the title of the paper, your name, your college, the running head and page number. Refer to APA style manual for formatting. 2. An appropriate title is one that indicates the variables being studied and implies the expected or observed relationship between them. 3. The title page has a running head of fifty characters or less (SHORT TITLE IN ALL CAPS), in addition to the title. 4. Lists the name and affiliation (university) of the author (you). 5. Do not include an abstract. Research proposals do not have an abstract. II. INTRODUCTION SECTION (the Literature Review) • The Introduction section is where you write your review/report of existing research previously conducted on your general topic. This section is often called the “literature review.” You are to describe what other authors or researchers have published on your general topic. • It provides the rationale for your planned research study and prepares the reader for the research variables and methods you have chosen to use. Your goal is to help the reader learn about the topic including the definitions of terms used in the research articles. The writing in this section uses an appropriate level of detail, presenting important, relevant methodological details and results of previous studies. The points that are discussed are those that are relevant to the research study you are proposing to do (“the present research”). ORGANIZATION OF YOUR INTRODUCTION: As you read your research articles for writing this section, organize them based on the similarity of what is being researched. Think about the Introduction as an inverted triangle that is broad at the top and narrows to a specific point. It begins at a general level and becomes more specific. • Don't just report each study as a separate summary of findings; you will need to discuss the commonalities of the various research studies. That is why it is helpful to organize the research articles first and create an outline before writing. • Put the full title of your research proposal, centered at the beginning of this section (not the words "Introduction"). • Start the first paragraph with a broad history or background of your topic: In broad terms, present the topic of the research and define important terms and conceptual variables. • Then, move into describing more specific information about the research studies that have been conducted on your topic. Your overall purpose is to make a case for the practical and/or theoretical importance of the research. • The information from all the research studies you report must be integrated and concise. This means you need to combine your report of the research studies in a cohesive manner. • Paraphrase the research findings/results you read in the journal article. • Do not write a paper that contains quote after quote. Use short quotes sparingly, and only when you are unable to paraphrase a specific quote well. • The Introduction section should be easy to follow (use appropriate transitions for subsequent paragraphs). • The use of PAST TENSE is maintained throughout the Introduction and the 3 person is used (not 1st person). This is APA style. III. STATEMENT OF PURPOSE SECTION: At the end of the Introduction section you will write a statement of purpose paragraph that explains and talks about your “planned” research design. Use future tense in the Statement of Purpose & Methods sections. • Use a heading flush with the left margin called Statement of Purpose. • You can start this paragraph by stating something like: “The present study will investigate……..” or "The purpose of the proposed study is to.............. ". • Include information about your proposed research study: a. Briefly describe/summarize what your research study will be about. Remember, you laid the foundation for your study by reporting past research in your Introduction. b. Describe the variables you would include (gender, age, self-esteem, etc.). c. Be sure to operationally define any variables that need it. d. State your research hypothesis (" It is hypothesized that......."). IV. METHODS SECTION: This section gives a description of the method (process) you would use to conduct your proposed study and tells how it is designed. • Describe information about the potential participants for your study • Indicate how many you would include in the study, and how they would be selected (sampling technique used). • If you are using materials such as a survey or interview form or other measurement tools, describe them here. • Provide a detailed description of how the variables would be manipulated or measured in your research study (if you were to carry it out). • Give enough detail that would allow someone to replicate your research. What NOT to do: • Don’t procrastinate. This paper requires you to read a lot of research studies (not just 10 to include in your paper) and then you use that information to create a concise and cohesive Introduction section (also known as the Literature Review). • Don’t write individual, separate summaries of each article. The research findings are to be integrated and organized by commonalities or differences in findings. • Don’t use quote after quote …….. You are expected to paraphrase and summarize information; do not use frequent quotes. • Don’t write a “term paper”. You have to report past research study results and design your research study……….not just write an informative paper about a topic. • Don’t use any part of past papers or references from other classes, nor anyone else’s paper. • Do NOT include your own opinions. This paper is a report of the scientific studies and does not include anything about what you think about the topic or the research. • Don’t refer to the articles by title nor state “in the article…” Cite only the last names of the authors and refer to “the study” or the “researchers” instead of “the article”. • Don’t forget to design your own research study in the Statement of Purpose and Methods section. The whole idea behind writing the Introduction (Literature Review) is so that you can tell a story about past research conducted on your general topic and then, based on that information, design your own research study (this includes writing a statement of purpose, research hypothesis, list variables and method for collecting data). • Don’t write a bibliography instead of References… you are to do a Reference page at the end of the paper which only includes those studies that you cited in the text of your Introduction section. • The use of information on government websites requires prior approval from your instructor. NOTE: these are not counted as part of the minimum 10 peer- reviewed research study references for the paper. • You will NOT collect data or carry out the study you propose in a Research Proposal. A Strong Coach-Athlete Relationship Is Associated With Achievement Goals and Intrinsic Motivation http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=6&sid=a105114d-d426-4d5d-8fcc3c7b9db07d8f%40sessionmgr4007 Perceived Coaching Behaviors and College Athletes’ Intrinsic Motivation: A Test of SelfDetermination Theory http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=8&sid=a105114d-d426-4d5d-8fcc3c7b9db07d8f%40sessionmgr4007 Relationship Between Collegiate Athletes’ Psychological Characteristics and Their Preferences for Different Types of Coaching Behavior http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=8&sid=274d5152-b976-4842-be60b1cee402c395%40sessionmgr4010 Gender Differences Regarding Motivation for Physical Activity Among College Students: A SelfDetermination Approach http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=17&sid=274d5152-b976-4842-be60b1cee402c395%40sessionmgr4010 EFFECTS OF COACHING STYLE ON PROSOCIAL AND ANTISOCIAL BEHAVIOR AMONG CHINESE ATHLETES http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=9&sid=a1e184e4-1bd8-4cf1-977ca2040ef17fad%40sessionmgr4008 Sex Differences in Sports Interest and Motivation: An Evolutionary Perspective http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=12&sid=a1e184e4-1bd8-4cf1-977ca2040ef17fad%40sessionmgr4008 Sports Motivation among Sports Players: A Gender Comparison Perspective http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=9&sid=ff432bd1-1321-42ee-a8ab7f45b0fdedf0%40sessionmgr4007 Self-esteem is a large part of every individual’s life, whether they realize it or not. Selfesteem can affect more than someone might think, at first thought. When someone has low self esteem it can cause depression, anxiety, less social interactions, academic difficulty, less physical activity, a dissatisfied body image and so much more. Students with low self-esteem have a more difficult time because they have so much on their plate at one time. Students that score higher in academic performance, have more social interactions, and are involved in more physical exercise have higher self-esteem than those who don’t. When individuals set goals it has been shown they have higher self-esteem after accomplishing them (Hewitt & Parrott, 1978). The first group in the study by Hewitt and Parrott was instructed to visit with the campus counselor for 50 minutes and the second group was given ten objectives to accomplish each day (1978). The group who was given objectives scored higher on the self-esteem test that the group who visited with the counselor (Hewitt & Parrott, 1978). Setting goals can be a large part of someone’s life if they are determined enough to accomplish it. Whether the goal is losing weight, getting all As, meeting new people, or something as simple as making the bed everyday. Academic Performance College is a hard time for most young adults due to all of the changes they endure in a short amount of time. They usually move away from home to an unfamiliar place and they are now responsible for all of their decisions, academically, socially, physically, and mentally. A longitudinal study was conducted on college students, male and female, to examine the development of self-esteem of young adults emerging into adulthood. The participants were given a survey annually throughout their college career. It was discovered that self-esteem changes over time and peaks at different points in life (Chung, et al., 2014; Kyprianou et al., 2004). There are also many studies showing how academic performance and self-esteem are directly correlated. A study was conducted with 86 college students out of a psychology 101 course, who each received emails for six weeks. The participants were students who scored a C, D, or F on the first exam of the course. One group were all of the students who received a C on the first exam and the second group was made up of the students who received a D or F. There were three different messages that could be attached to the email and review questions for the course, self-esteem bolstering messages, no-message, or exhortations. The last email had four statements about self-esteem and self control and the participants were to rate themselves on a five point scale depending on how they felt about the statements. After the six weeks another exam was given and the scores of the participants were compared with the first exam scores (Baumeister, Burnette, Forsyth, & Lawrence, 2007). Baumeister et al. discovered that their original hypothesis was proven false. The students who scored a D or F on the exam and received review questions plus self-esteem bolstering messages showed a substantial drop in grades (2007). Students must also want to succeed. This study shows that if someone doesn’t truly care about the consequences they will not improve or do their best. Students with lower self-esteem score lower on exams than students with higher selfesteem (Morrison, Thomas, & Weaver, 1973). Students with higher self-esteem believe they are capable, therefore, they do better. Social Interactions Another large aspect of self-esteem is social interactions. Aken et al. discovered in their study that daily interaction was directly linked to self-esteem and the closer the relationships were the higher the self-esteem was (2008). They also found that the strongest was when it came to the participant’s interactions with his or her romantic partner. Relationships are very important for interactions between people and it is also relevant in the attachment theory (Aken et al., 2008). Physical Activity/ Body Image Body image and body satisfaction is what most people think of when they hear, “selfesteem”. The way a person feels about his/her body is arguably the most influential aspect of self-esteem. Regular exercise has been shown to improve one’s self-esteem as shown in the study by Yigiter (2014; Benitez et al., 2014). The participants for this study included 80 female college students who were randomly assigned to the experimental group and to the control group. Yigiter was measuring the effect of physical exercise or no physical exercise on selfesteem and helplessness (2014). The participants were split into the two groups, the experimental group and the control group. The experimental group was instructed to participate in active exercise for one hour, three days a week, for twelve weeks. The control group was instructed to go about their lives without extra physical activity, only to do their usual routine. It was discovered that there was a significant difference in the levels of self-esteem and levels of hopelessness in the experimental group and control group. The experimental group showed that self-esteem increases with regular exercise and hopelessness increases without regular exercise as shown in the control group (Yigiter, 2014). Regular physical activity can influence one’s self image and in turn heighten their self-esteem. If individuals have a low self-esteem they are more likely to become depressed than individuals with high self-esteem (Hirsch et al., 2012). Body dissatisfaction has a direct correlation to low self-esteem and depressive moods. A study was conducted in Minnesota and surveys were sent to 31 different schools to collect information on high schoolers self-esteem. The researchers sent out surveys again five years later to see if their self-esteem and body dissatisfaction has changed and they discovered the correlation still continues with age a maturity (Eisenberg, 2006). Statement of Purpose The purpose of this study is to examine how academic performance, social interactions, and physical activity affects self-esteem. Academic performance will be measured by the individual’s GPA and the number of hours spent studying by the participant. Social interactions will be measured by the number of hours per week spent doing things in a social atmosphere. For example, going to school sponsored events, sorority/fraternity events, movie nights, etc. Physical activity will be measured by the number of minutes spent working out, playing sports, etc. Anything less than 30 minutes will not be considered physical activity. Gender and age will also be variables in this study. It is hypothesized that students who score higher in academic performance, have more social interactions, and are involved in more physical exercise have higher self-esteem than those who do not. Methods The participants for this study will be randomly selected from the Missouri Valley College campus. The sample will consist of 100 students, both male and female. The participants will be administered surveys that they will then be asked to fill out. College students will be given a survey to examine the relationship between academic performance, social interactions, and physical activity on self-esteem. The survey will include several demographic questions, academic performance questions, social interaction questions, eating habit questions, and physical activity questions. The demographic questions will be aimed to determine age, gender, year in school, and major in school. The academic performance questions will be measuring the participants’ GPA and hours spent studying. The social interaction questions will be measuring how many and what extracurricular activities the participants are involved in. The eating habit questions will be measuring body dissatisfaction by asking how often the participants eat fast food, how often they eat fresh (freshly cooked meal) food, and how often they eat healthy (fruits and vegetables) foods. The physical activity questions will be measuring how often the participants are physically active, how long they are physically active, and what activities they are doing to stay active (sports, weightlifting, etc.). After all of the questions above, there will be a five point rating scale and they will be asked to rate how they feel (1 very dissatisfied and 5 very satisfied) about themselves with academic performance, social interactions, eating habits, and physical activity. Three months after the first survey is administered, the same participants will be asked to complete the exact same survey to see if anything has changed about their self-esteem. All of the information will be anonymous so there will be no biases. In order to participate in this study the participants must willing to commit to a follow-up survey three months following the first one. There are no restrictions to who can and cannot take it, unless you refuse to take the follow-up survey. The participants who have agreed to complete both of the surveys will meet in a designated room to take the survey both times. References Aken, M., Denissen, J., Penke, L., & Schmitt, D. (2008). Self-Esteem Reactions to Social Interactions: Evidence for Sociometer Mechanisms Across Days, People, and Nations. Journal of Personality and Social Psychology, Vol. 95, No. 1, pp. 181-196. Baumeister, R., Burnette, J., Forsyth, D., & Lawrence, N. (2007). Attempting to Improve the Academic Performance of Struggling College Students By Bolstering Their Self-Esteem: An Intervention that Backfired. Journal of Social and Clinical Psychology, 26(4), 447-459. Benitez, T., Joseph, R, Pekmezi, D, Royse, K. (2014). Physical Activity and Quality of Life Among University student: Exploring Self-Efficacy, Self-Esteem, and Affect as Potential Mediators. Quality Life Research, 23, 661-669. Chung, J., Noftle, E., Roberts, B., Robins, R., Trzesniewski, K., & Widaman, K. (2014). Continuity and Change in Self-Esteem During Emerging Adulthood. Journal of Personality and Psychology, 106(3), 469-483. Eisenberg, M., Hannah, P., Neumark-Sztainer, D., & Paxton, S. (2006). Body Dissatisfaction Prospectively Predicts Depressive Mood and Low Self-Esteem in Adolescent Girls and Boys. Journal of Clinical and Adolescent Psychology, 35(4), 539-549. Hewitt, J., & Parrott, R. (1978). Increasing Self-Esteem Through Participation in a Goal Attainment Program. Journal of Clinical Psychology, 34(4), 955-957. Hirsch, C., Hulme, N., & Stopa, L. (2012). Images of the Self and Self-Esteem: Do Positive Self-Images Improve Self-Esteem in Social Anxiety? Cognitive Behaviour Therapy, 41(2), 163-173. Kyprianou, A., Lane, A., & Lane, J. (2004). Self-Efficacy, Self-Esteem, and Their Impact on Academic Performance. Social Behavior and Personality, 32(3), 247-256. Morrison, T., Thomas, M., & Weaver, S. (1973). Self-Esteem and Self Estimates of Academic Performance. Journal of Counseling and Clinical Psychology, 41(3), 412-415. Yigiter, K. (2014). The Effects of Participation in Regular Exercise on Self-Esteem and Hopelessness of Female University Students. Social Behavior and Personality, 42(8), 1233-1244. HIV/AIDS TRANSMISSION 2 Common Methods of HIV/AIDS Exposure and Transmission Americans had been fascinated by controversial topics since the beginning of time. Since the 1980s it had been considered taboo to speak of Human Immunodeficiency Virus (HIV) and/or Acquired Immune Deficiency Syndrome (AIDS). Due to some high profile cases of HIV/AIDS, those diseases were given attention though numerous media outlets. Another common reason for the constant media attention was due to the methods of contraction of those diseases which were seemingly controversial. The most common methods of contraction of HIV/AIDS were through injection drug use (i.e. sharing needles) and homosexual intercourse (Lieb et al., 2006). Other methods of transmission included blood transfusions and having been born HIV positive through contraction during one of the pre-birth stages (Leib et al., 2006). Past research by Lieb et al. (2006) declared injection drug use as an “important source of exposure" during the AIDS epidemic (p. 1623). The number of persons living with HIV/AIDS (PLWHAS) had seen a growth in the number of therapy options for patient care. One such patient care began before transmission; the only way to absolutely be protected from the virus would be through prevention. Possible prevention techniques included condom use and abstaining from sex or drugs. Persons who lived a promiscuous lifestyle were at greater risk of becoming infected (Perrino, Fernandez, Bowen & Arheart, 2006, as cited in Chung et al., 2011). Homosexuality According to Lieb et al. (2006), the most common method of exposure to the HIV/AIDS viruses was through sexual intercourse; AIDS had been transmitted between males who had sex with males, also referred to as MSM. "The HIV epidemic ha[d] increasingly impacted... MSM who represent[ed] 2% of the U.S. population but compromise[d] 61% of all new HIV infections in the U.S., and [were] the only population group with a rising HIV incidence” (Drabkin et al., HIV/AIDS TRANSMISSION 3 2013, p. 333). According to Drabkin et al. (2013) MSM were “at a high risk for contracting and transmitting HIV" (p. 333). A study in 2013 by Drabkin et al. concluded that “HIV and other STDs were more apparent in homosexual males compared to heterosexual men and women” (p. 333). In another study by Goodenow, Szalacha, Robin & Westheimer, K (2008) HIV infection and risk was analyzed in relationship to adolescent females and their sexual orientation. Goodenow et al. (2008) noted Although a few cases of female-to-female HIV transmission have been documented [those) appear to be rare. Nevertheless, some evidence indicates that sexual-minority females – those who self-identify as lesbian, gay, or bisexual, or those who engage[d] in same-sex sexual activity - [might] have [had) a risk of HIV infection as high or higher than women who identifſied) as heterosexual who ha[d] sexual contact exclusively with males (p. 1051). Injection drug use The second most common method of exposure to the viruses was through injection drug use (IDU). Persons who admitted to injection drug use as few as one time fell into this category if the exposure happened before the confirmed HIV/AIDS positive result. “In 2003, the estimated number of diagnoses of AIDS in the United States was 43,171, and adult and adolescent AIDS cases (aged 13 years and over) totaled 43,112, of whom... 21.9% had injection drug use as their exposure category" (Leib et al., 2006, p. 1623). (narrative continues, but information removed for the purpose of example)
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Running Head: EFFECTS OF MOTIVATION TO SPORTS PERFORMANCES

Effects of Motivation to Sports Performances
Name
Instructor
Institutional Affiliation
Date

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EFFECTS OF MOTIVATION TO SPORTS PERFORMANCES

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Sports and Motivation
Effects of Motivation to Sports Performances
Background
Motivation is the basis for all athletic determination and endeavors. Without the urge and
willpower to progress sports performances, all of the other mental elements such as intensity,
confidence, and focus are useless. In order to become the best sportsperson, motivation is
required as it inspires individuals. Typically, motivation refers to the capacity to establish and
persist at a particular task. For athletes and other sports individuals to achieve their set goals and
objectives, they need to be motivated. The underlying reason behind motivation in sport is that it
contributes to the overall sports performance. Motivation entails a combination of both intrinsic
and extrinsic factors. This paper will address the literature review regarding the topic of sports
and motivation.
The Coach-Athlete Relationship
One aspect of sports and motivation is the relationship that exists between the coach and
the athlete. According to Jowett & Shanmugam (2016), the coach-athlete relationship is the
context in which coaches and athletes share mutual thoughts, feelings, and behaviors. The
researchers interviewed hundreds of coaches and players and discovered that the relationship
between them significantly contribute to the skill development and the overall sports
performance. In their research process, they discovered that four critical elements relate to the
definition of coach-athlete relationship. These elements are closeness, commitment,
complementarily, and co-orientation. The closeness between the coach and the athlete depicts the
emotional bond established between coaches and athletes, and it’s reflected in the mutual respect

EFFECTS OF MOTIVATION TO SPORTS PERFORMANCES

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and trust. Commitment portrays the intentions of athletes and coaches to sustain a bond of
closeness. Complementarily, on the other hand, depicts the cooperative behaviors of both the
coaches and the athletes. Co-orientation depicts athletes and coaches’ co-oriented behaviors,
thoughts, and feelings (Jowett & Shanmugam, 2016).
Hampson & Jowett (2014) studied the effects of coach-athlete relationship and coach
leadership on collective efficacy. The researchers studied the combined and independent impacts
of coaching relationships and coach leadership of team efficacy. They researched 150 sports
players from several football teams and evaluated their insights of the degree of collective
efficacy, the form of coach leadership, and the overall quality of the coach-athlete relationship.
Their research findings suggested that the quality of coach-athlete relationship contributed to the
projection of individual’s collective efficacy past what was projected by coaches’ behavior of
leadership alone. Hampson & Jowett (2014) argued that effective-coach athlete relationships are
all-inclusive in that the focus is put on positive growth and development as an...


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