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Schools create a distinctive research environment but also introduce challenges for school-based researchers facing complex designs and methods not easily adapted to school contexts. This paper provides teachers with a practical guide for conducting physical-activity-based research in Australian schools, structuring the process into six phases.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/averting-uncertainty-a-practical-guide-to-activity-research-in-australian-schools-part-6/593528/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/averting-uncertainty-a-practical-guide-to-activity-research-in-australian-schools-part-6/593528.png","ImageObject",300,407,{"name":92,"@type":93},"Jasmine","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the paper?","Question",{"text":112,"@type":113},"The paper provides a practical guide for teachers to conduct physical-activity-based research in Australian school settings and discusses related research practices.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why do schools present both opportunities and challenges for research?",{"text":117,"@type":113},"Schools offer unique methodological circumstances and target access through existing structures, but researchers often face obstacles due to complex designs and procedures that are not easily compatible with school contexts.",{"name":119,"@type":110,"acceptedAnswer":120},"How is the research process organized in the guide?",{"text":121,"@type":113},"The research enabling process is divided into six phases: preparation, design, outcome measures, procedures, participants, and feedback.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593528,1792077419,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":129,"read_time":143,"preview_page_count":4},2336478487870,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 38 | Issue 9 | Article 6 |\n| --- | --- |\n| 2013\u003Cbr>Averting Uncertainty: A Practical Guide to Activity Research in Australian Schools\u003Cbr>Jerome N. Rachele\u003Cbr>Queensland University of Technology, [j.rachele@qut.edu.au](j.rachele@qut.edu.au)\u003Cbr>Thomas F. Cuddihy\u003Cbr>Queensland University of Technology\u003Cbr>Tracy L. Washington\u003Cbr>Queensland University of Technology\u003Cbr>Steven M. McPhail\u003Cbr>Queensland University of Technology and Queensland Health | Physical |\n\nRecommended Citation  \nRachele, J. N., Cuddihy, T. F., Washington, T. L., & McPhail, S. M. (2013). Averting Uncertainty: A Practical Guide to Physical Activity Research in Australian Schools. Australian Journal of Teacher Education, 38 (9).  \n[http://dx.doi.org/10.14221/ajte.2013v38n9.4](http://dx.doi.org/10.14221/ajte.2013v38n9.4)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol38/iss9/6](http://ro.ecu.edu.au/ajte/vol38/iss9/6)  \nAustralian Journal of Teacher Education  \nAverting Uncertainty: A Practical Guide to Physical Activity Research in  \nAustralian Schools  \nJerome N. Rachele  \nThomas F. Cuddihy  \nTracy L. Washington  \nQueensland University of Technology  \nSteven M. McPhail  \nQueensland University of Technology and Queensland Health  \nAbstract: Preventative health has become central to contemporary  \nhealth care, identifying youth physical activity as a key factor in  \ndetermining health and functioning. Schools offer a unique research  \nsetting due to distinctive methodological circumstances. However,  \nschool-based researchers face several obstacles in their endeavour to  \ncomplete successful research investigations; often confronted with  \ncomplex research designs and methodological procedures that are not  \neasily amenable to school contexts. The purpose of this paper is to  \nprovide a practical guide for teachers (both teacher educators and  \nteaching practitioners) seeking to conduct physical activity-based  \nresearch in Australian school settings, as well as discuss research  \npractices. The research enabling process has been divided into six  \nphases: preparation; design; outcome measures; procedures;  \nparticipants; and feedback. Careful planning and consideration must be undertaken prior to the commencement of, and during the research  \nprocess, due to the complex nature of school settings and research  \nprocesses that exist in the Australian context.  \nBackground  \nPreventative health has now become the focus of contemporary health care, with physical activity identified as a key factor in determining an individual’s health and functioning (Australian Institute of Health and Welfare, 2010; World Health Organization, 2004). The focus of these health promotion initiatives has now turned to youth. This is in light of a number of investigations which have found adolescent physical activity to increase the likelihood of maintaining physical activity and other positive health-related lifestyle behaviours throughout adulthood (Guo & Chumlea, 1999; Hallal, Victora, Azevedo, & Wells, 2006; Muller-Riemenschneider, Reinhold, Nocon, & Willich, 2008; Parsons, Power, Logan,& Summerbell, 1999; Wright, Parker, Lamont, & Craft, 2001). The lack of youth physical activity in particular and its potential consequences later in life has been identified as an area of concern for the Australian Federal Government over the past decade (Australian Institute of Health and Welfare, 2004, 2006, 2008, 2010, 2012). According to recent data from the 2009-10 National Secondary Students’ Diet and Activity survey, 85% of secondary school students from years 8-11 reported not engaging in sufficient levels of physical activity necessary to provide health benefits (Cancer Council Australia, 2011), in accordance with the Department of Health and Ageing’s physical activity recommendations for 12-18 year olds (Department of Health and Ageing, 2004) .  \nVol 38, 9, September 2013 76  \nAustralian Journal of Teacher","cbCaivzA0MooObgW","https://ap.wps.com/l/cbCaivzA0MooObgW","pdf",148024,"English","# Abstract\n# Background\n## Preventive health and youth physical activity\n## School settings for research and interventions\n## Emerging curriculum context","[{\"question\":\"What is the purpose of the paper?\",\"answer\":\"The paper provides a practical guide for teachers to conduct physical-activity-based research in Australian school settings and discusses related research practices.\"},{\"question\":\"Why do schools present both opportunities and challenges for research?\",\"answer\":\"Schools offer unique methodological circumstances and target access through existing structures, but researchers often face obstacles due to complex designs and procedures that are not easily compatible with school contexts.\"},{\"question\":\"How is the research process organized in the guide?\",\"answer\":\"The research enabling process is divided into six phases: preparation, design, outcome measures, procedures, participants, and feedback.\"}]","Averting Uncertainty: A Practical Guide to Activity Research in Australian Schools - Part 6 | PDF",48]