Page 39 - Producing a Video to Communicate a New Model of Coaching to GAA Coaches

Chapter 3 - Research Perspective & Methodology

3.1 Introduction

In this chapter I describe the methodology I used in this study. I discuss the thoughts

and reflections which guided me towards my decision and explain why I have chosen an

Action Research approach.

I relate how my worldview underpins that decision, making it clear how action research

is appropriate for this research enquiry and how it reflects a way of working most suited

to my personal sensibility and professional context.

I then detail the data collection and analysis, and discuss ethical issues and criteria used

to ensure the rigour and validity of the research and the authenticity of its impact claims.

3.2 Action Research

I have chosen the Action Research methodology to undertake my study. The relevance

of this way of conducting research to my particular research question is paramount.
O’Leary (2004, p 85) defines methodology as ‘The framework associated with a

particular set of paradigmatic assumptions that you will use to conduct your research.’

Having explored my paradigmatic assumptions and identified my values as passion,
collaboration, community and responsibility, I then came to understand that I wanted

to ask questions of a predominantly qualitative nature in my study, to reflect on my own
practice and to seek to observe the subjective responses to my actions on behalf of my

collaborators and key stakeholders. This understanding led me to choose Action

Research as my methodology.

Newby (2010, p. 61) describing action research as ‘an approach that uses research
findings to inform and shape personal and organisational action’, emphasises the focus

on action from a personal and social perspective that this methodology represents.
Acknowledging that action research produces knowledge, but further to an emphasis on

action itself, Elliott (1991, p. 49) states that ‘the fundamental aim of action research is to

improve practice rather than to produce knowledge’. Elsewhere Koshy (2010, p. 25)
mirrors my focus on the importance of narrative in learning when she states that

‘through action research, a researcher can bring a story to life’.

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