‘We Can’ Badminton Project

This project examines the transformational potential of a sports psychology informed Badminton intervention pilot program, specifically towards the improvement of physical activity participation, sense of belonging, and personal and social responsibility across Year 7/8 high school students, specifically girls, LGBTQI, Indigenous, and those living with disability.

The project aims to increase Badminton participation rates, levels of physical activity and wellbeing across all the above impact groups by enabling a safe, inclusive playing space. Rather than create a ‘playing bubble’ for ‘at risk’ students our project promotes full participation, integration and inclusion for all through badminton.

Sport psychology, specifically Self-determination Theory (SDT) and Teaching Personal and Social responsibility model (TPSR), will be used examine changes in physical activity, wellbeing and participation amongst project impact groups of female, lesbian, gay, bisexual, transgender, queer and intersex (LGBTQI), disabled and Indigenous Year 7/8 high school students, to create a sustainable badminton engagement model. We have chosen SDT as a popular and overarching framework for the study of motivation and personality development.

Implementation:

5-week inclusive Physical Education program and informal social clubs across a one Term, using Badminton as the vehicle. SDT and TPSR will be pedagogy underpinning the delivery of the Physical Education lesson.

Data collection:

A mixed methods approach will be used, with specific research activities tailored for the student and teacher participants.

Qualitative methods

Appreciative Inquiry: in constructing the semi-structured interview process, capable of generating unique insights while also assisting participants to identify achievements, strengths, and directions for further effort (Fiorentino, 2012).

Quantitative methods

Generalised linear mixed model approach to assess the statistical significance of Year 1 students personalised learning through their PSI progress charts, where fixed effects will be determined.

Although the program will target all Year 7/8 students, specific attention will be paid to four cohorts identified by Sport Australia:

• Students who have dropped out of sport—Girls have been found to avoid taking part in sport due to gender stereotypes and because sport is considered too competitive.
  Badminton has high levels of female participation around the world indicating that this sport is ideal to increase female sports participation rates in Australia.

• Long-term disengaged students who do not currently participate in sport through never connecting with sport. This cohort includes students who have reduced levels of interest and confidence to take part.
  We will research the psychological elements that contribute to students connecting with sport through Badminton and focus on the engagement of our targeted students by identifying enabling factors.

• Students who participate (are present) but do not engage i.e., stand around talking, sit out. Lack of skill, fitness, confidence and motivation have been identified as barriers for this group.
  Social badminton led by ACTBA coaches will offer skill development and fitness. Using an SDTlens, we will examine and seek to raise motivation levels amongst our targeted students.

• Students who would like to participate in sport but are unable to due to environmental barriers. The need for special equipment, has been identified as a significant barrier.
  Environmental barriers will be reduced through upskilling teachers with the ShuttleTimebeginners coaching course in partnership with ACTBA coaches. Participating schools will provide facilities and equipment free of charge.

Fiorentino, L. H. (2012). Positive perspectives on the profession: Reframing through appreciative inquiry. Quest, 64(4), 209-228.

LaBoskey, V. (2004). The methodology of self-study and its theoretical underpinnings. In J. McMaster, N. (2019). Teaching Health and physical education: In early childhood and primary years. Oxford University Press.

Ovens, A. & Fletcher, T. (2014). Introduction. In A. Ovens & T. Fletcher (Eds.), Self-study in physical education teacher education: Exploring the interplay of practice and scholarship (pp. 3–14). Springer.