Page 47 - Producing a Video to Communicate a New Model of Coaching to GAA Coaches

Gaelic games are promoted, and as such they were in no way increasing their

vulnerability to harm.

I employed a number of mechanisms to ensure the volition of each participant to their
participation in the research and their consent to what that participation entailed and to

ensure the protection of any information they provided that may be personal or
confidential in nature. These mechanisms included: a Plain Language Statement simply

explaining the role of the participants and the purpose of the research, followed by an
Informed Consent document completed by each participant. All participants were

informed of the voluntary nature of their participation and their right to discontinue their

participation at any time. I ensured the de-personalisation of all sensitive feedback and
statements in the published output of the research.

Quality

Using the above frameworks, I aim to ensure that the quality of my research is evaluated

favourably against the four criteria of quality in action research established by Altricher
et al. (1993) paraphrased as follows:

· Alternative Perspectives: Do the understandings reported from my research
reflect

the views of my colleagues?

· Action: Has my video artefact worked effectively in a real and appropriate
setting?

· Ethics: Has my research been conducted in line with the values of my

organisation,
myself and with compassion towards my collaborators and participants?

· Practicality: Was the research process compatible with the demands of my job
and

the structures, roles and relationships through which I work?

3.6 Conclusion

In conclusion, this chapter outlines the methodology and approach I chose with which to
investigate my process of producing a video resource to communicate a new model of

coaching to coaches within the GAA. I identified the Educational Entrepreneurial
Approach to Action Research as the model I used to record and analyse my own

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