Fit, Fed and Read Project: Research Methods & Aims

This study focuses on the research methods and aims of the Fit, Fed and Read Project, a behavioural program for children with ADHD. It explores the theoretical perspective, data collection and analysis methods, and study participants.

Fit, Fed and Read Project
Data

Table of Contents
Table of Contents.....................................................................................................................1
Executive Summary.................................................................................................................3
Section 1....................................................................................................................................4
Programme Background.....................................................................................................4
Programme Introduction.....................................................................................................5
Section 2....................................................................................................................................6
Research Methods & Aims......................................................................................................6
Theoretical perspective........................................................................................................6
Research methodology plays a vital role as it helps in knowing the type of research in
which data are being gathered. Knowing research type is vital for accomplishing goals and
making study successful. There are some key elements of research methodology such as:
research strategy, approach, data collection and analysis......................................................6
Focus groups.........................................................................................................................6
Data collection..............................................................................................................................6
Data analysis:...............................................................................................................................6
Study participants:......................................................................................................................6
Section 3....................................................................................................................................7
Focus group findings................................................................................................................7
Process evaluation....................................................................................................................7
What worked well..........................................................................................................................7
Suggested programme improvements........................................................................................7
Outcome evaluation.................................................................................................................8
First evaluated aim topic area 2..................................................................................................8
TRANSCRIPTION 1.............................................................................................................8
TRANSCRIPTION 2.............................................................................................................8
TRANSCRIPTION 3.............................................................................................................8
TRANSCRIPTION 4.............................................................................................................9
TRANSCRIPTION 5.............................................................................................................9
Second evaluated aim topic area (either Aim 1, 4 & 5)............................................................10
TRANSCRIPTION 1...........................................................................................................10
TRANSCRIPTION 2...........................................................................................................10
1

TRANSCRIPTION 3...........................................................................................................10
TRANSCRIPTION 4...........................................................................................................11
TRANSCRIPTION 5...........................................................................................................11
Section 4..................................................................................................................................12
Overall findings and recommendations...............................................................................12
Recommendations for future practice..............................................................................13
References...............................................................................................................................15
Appendices..............................................................................................................................16
2

Executive Summary
Behavioural programs refer a technique or an approach that helps children and people with
specific behavioural problems in improving their behaviour. This study is based on a program for
children with ADHD in order to protect them againstnegative impacts and making them able to
improve their behaviours. It helps children in becoming more active and living a healthy life as like
others.
3

Section 1
Programme Background
Behavioural program for children with ADHD or brain disorder helped in knowing the way
in which they pay attention, sit, talk and controlling their behaviour. After identifying their
behaviour, this program helped all children and their parents in improving their learning and
behaviour as well.
4

Programme Introduction
This behavioural program for children with ADHD (Attention deficit hyperactivity
disorder) has focused on improving behaviour of children and improving their learning. In 5
transcriptions in total 10 children were being taken as a participant. All children including
both male and female helped in knowing effects of ADHD on their behaviour. This program
allowedchildren and their parents to become an active participant in social and other activities
and learning new things from other children.
5

Section 2
Research Methods Aims
Theoretical perspective
Research methodology plays a vital role as it helps in knowing the type of research in
which data are being gathered. Knowing research type is vital for accomplishing goals and
making study successful. There are some key elements of research methodology such as:
research strategy, approach, data collection and analysis.
Focus groups
Data collection:
There are 2 types of data that are known as primary and secondary. In primary data
collection, those data are being gathered that are new and never being used before. whereas,
in secondary data collection, second hand data are being collected that have been published
before. Questionnaire, survey, interview are sources of collecting primary data. Books and
journals, library, articles are sources of secondary data collection. For this study, primary data
by generating questionnaire or developing program is being collected.
Data analysis:
For making research study successful, it is important to make collected data accurate
and it can be done by making use of effective data analysis tools and selection of tools relies
on the type of research such as: qualitative and quantitative. As this study is qualitative so,
qualitative data analysis tool such as thematic analysis has been used.
Study participants:
Selection of participants is important if researcher collect primary data. People who
are being selected or targeted are known as participants or target as there are 5 transcriptions
and for each transcription 2 children have been selected.
6

Section 3
Focus group findings
Process evaluation
What worked well
Selection of children was not an easy task but communication skill helped us out in
making their parents agree about participating in behavioural program. An active engagement
of all children was an effective task.
Suggested programme improvements
For better improvement, advertisement should have been given in newspaper and
social media for making people aware about effectiveness of program and reason of
developing program. In addition, it can also be suggested that programmer and program host
should have made aware to all people before launching this. They should have made use of
activities for students as per the needs of students and their disability of learning. The
programme must make improvements in it by engaging more children and monitoring their
performance so the gap between the expected and the real outcomes can be analysed and
examined. The programme must also involve the parents of the children because the child
lives with their parents for majority of the time so they can evaluate the improvements in
them effectively. Also, the physical exercises must be changed regularly so that the child
does not get bored and can remain excited for the new session of the programme (Matias,
Dominski and Marks, 2020).
Along with physical growth, the program must also focus on the importance of social
gatherings so that the child does not remain isolated which can create obstacles and hurdles in
their growth. This is how, the program for the children must be improved for improving the
overall development of children. This can also help in reducing the isolation of children from
each other.
7

Outcome evaluation
First evaluated aim topic area2
TRANSCRIPTION 1
Aim 2
Interpretation: When parents of Archie and Ellie about the amount and type of physical
activity then parents stated that they’re both children enjoy physical activity to the great extent. It is
found that Archie and Ellie do outside physical activity such as swimming, riding on horse, going to
park and playing there. Parents said that rather focusing on internal games and playing they
encourage and engage their both children in outside games because it keeps children healthy and fit.
When they were asked about the impacts of project in their daily lives and physical activities then
also they said that it is something different and can have impact to some extent. They said that there
is a lot of activities but they cannot let their children to take participate in all activities (Dumuid and
et.al., 2017). The reason behind it is: anger of Archie as if he was allowed to go to sport centre then
in anger he might lose his racket and can throw racket at someone that can hurt others. So, only
because of his behaviour and anger, they are forced to participate in only specific activities. Parents
said that holidays have great positive impacts on their children as holidays changed behaviour of
Archie to some extent and it might help him out in the future as well. So, overall, it can be said those
holidays, engagement in social activities is vital for being healthy, fit and positive.
TRANSCRIPTION 2
Aim 2
When grandparents and parents were asked about the relationship of their children with
physical activity then mother of Thomas and Jake said that Thomas is quite good and by coming from
outside he tells his success story that he won the race and it makes him happy. In addition, they said
that Thomas loves to play outside as after winning he was running because his main aim is to enjoy
not winning. When she was asked that if her both children love to play outside and engage in
physical activity then she said that as compared to Thomas, Jack is kinda computer baby as he does
not like to go outside and loves playing in computers and watching TV. She said if he was allowed to
sit in front of TV and computer then he can sit the whole day and easily he can spent his time. When
she was asked that how she engages Jack in physical activity then it is stated that encouragement by
other child helps her out (Yogman and et.al., 2018). She asks to Thomas that bring his brother
outside and given him a chance to catch ball and enjoy in physical activity. So, this help her out in
engaging her both children in outdoor games.
TRANSCRIPTION 3
Aim 2
It can be interpreted from the first aim that there were five participants in the focus group who were
the parents of the different children. The interviewer was trying to gain the opinions of different
parents regarding their children’ physical activity and their interest towards the same. all the parents
have different experiences and views regarding their children. One of the parent or the interviewee
had a toddler so it is mandatory to run after her continuously and they also enjoy in the park with
other children playing. On the other hand, the parent of Louis was telling about his son’s interest
8

towards academics more than sports which is why he needs to be bribed and also needed pocket
money just to make the dog walk and roam. The younger brother of Louis who was Xbox also just sit
on the bike and loves eating. This was also observed that the children also love playing after seeing
the other children playing and enjoying. This was the case with Logan where he saw his friends
playing rugby and started showing interest in the same. Parents were fed up of the children sitting at
home and using various types of technologies so they wanted that their children go and play
(Christiansen and et.al., 2018). Erin was active in school days but shows less interest after the school
gets over. Tarin was very sporty and was involved in various types of sports and also rides his bike.
The other interviewee who was the parents of Louis was trying to know the ways in which they can
also encourage Louis to become sporty and involve in some physical activities.
TRANSCRIPTION 4
Aim 2
The given aim helps in interpreting that the interviewer was keen to talk to the parents
regarding the physical activity of their child and their relationship with the physical activity. The
interviewer was also trying to gain the experiences of the parents regarding the sessions with fit, fed
and read and the physical changes brought in their children and themselves. The parents responded
that the kids Callum and Emily are too much active but on the other hand, Ciaran does not like
playing games and engaging in physical activities. But after joining this session, there are lot many
changes seen in Ciaran as well. Both the parents were disabled so they are unable to take the
children to the park daily so they just go out and come and considered this as the physical activity.
The interviewer who was Claire was trying to know that whether no-availability of the parks nearby
was the reason for the lack of physical activity of the children. This can be interpreted from the
response of the parents that park was the reason but not the only reason (Singh and et.al., 2019).
The parents were disabled and were not in a situation to take the children to park which takes 20
minutes to go. Also, Callum was once hit by the care while going out so she was worried to give
independence to them for going out. The parents were also describing the nature of other kids as
they were not more a computer person but always love hanging out and trying new sporting things.
The other respondent who was the parent of Lakisha and Levi where Lakisha is the elder one and
Levi was younger one who was disabled described that Lakisha can’t even sit because she always
wants to do something which is why she is tall and skinny. Lakisha takes care of Levi but can’t take
her out but she goes with her friends in the compound which is completely safe to go and play
(Harrington and et.al., 2018). This is why, she is considered as the younger carer of Levi. Other
parents were happy about their children as they were already active. This is how; the interviewer
gains insights about the different parents and their physical activities schedule.
TRANSCRIPTION 5
Aim 2
This can be interpreted the interviewer in this aims tries to talk to the participants outside
the programme which means their physical activity besides the programme. One participant
responded that their children are active as they enjoy playing football in the school times. Keeping
active is the major thing for the children which help them in achieving various goals of life. The other
parent responded that their daughter is active but not as much as they expect. She takes part in
various physical activities in schools after the school clubs. The other respondent said that their
daughter also rides the bike and her mother does not allow her to use computers more than half an
hour. This is why; he is not a couch potato. The interviewer then tried to analyse whether the
9

physical activity is what the children enjoy to so or something which they care about. Then most of
the participants responded as their children enjoy doing the physical activities (Ha and et.al., 2019).
One of the parent said that their daughter loves to do what her friend does instead of taking
initiation. The other parent engaged their even in weekends through swimming and the other
physical activities.
Overall, it can be said that with this aim 2, students become socially engaged
Second evaluated aim topic area
TRANSCRIPTION 1
Aim 3
When parents of Archie were asked about impact of holidays and ways as how it changed
behaviour of Archie then it is found that due to a daily boring routine, Archie become frustrated.
School is structured day and children find difficulties in managing their personal life with education
due to homework and learning. So, when they get chance to go outside for holidays then it changes
their structured routine and here they enjoy a lot and it is important for children to enjoy their lives.
It changes their structured school day that makes them happy and happiness is the main key of
positivity and improved behaviour. In regard to effectiveness of ADHD program, parents of Archie
and Ellie said that this program helped them out a lot as before their both child used to fight. But
now they play together because here at this program they got a chance to interact and play with a
couple of children to whom they know from school and it helped them out in knowing the
importance of playing together (O’Donoghue and et.al., 2018). It has changed their behaviour.
TRANSCRIPTION 2
Aim 3
When parents of Jack and Thomas were asked about effectiveness of program and impact of
food on their behaviour then she said that she said that program has brought some positive changes.
The main change that she observed was positivity and collaboration as before her both children used
to argue but after participating in this program and nutritional values of food changes their
behaviour. They do not argue as here they have spent a lot of time that has diverted their mind and
attention towards other things (Pangrazi and Beighle, 2019). They have become closer to each
other’s and it is the main positive change that can be observed easily.
TRANSCRIPTION 3
Aim 3
It can be interpreted that Logan was more social but not from initial stage. His mother made him go
with his friends and peers so that he can become social. All the kids were from different background.
Erin, the child became very confident despite of being the youngest and seven years old. Her mental
maturity helps her in being confident. She presents her confidence while playing with the people of
any age instead of playing with the children of her age group only. This can also be evaluated that
the confidence of the children can be increased by seeing other kids playing and enjoying. This
happened in the case of Louis, his confidence increased when he got two friends more confident
than him. He was why with the girls of his age. He went with his brother and sister in the park as he
was not shy with them. He also brought kazoo everyday which is why his nickname was Kazoo kid.
Zeinab also gained confidence as compared to earlier times because she was feeling happy with her
friends. Earlier, the parents of Louis were tensed about him as how will he make friends when he
10

goes to secondary school. But now after making 2 or 3 friends at park, his parents were not worried
about him because he can make new friends at secondary school now. His nervousness was
destroyed and he became more confident now in talking to strangers (Santina and et.al., 2021). So,
overall it can be interpreted that children learn more from their friends and always notices them.
This is why; it is must for the children to be social it has decreased feelings of isolation and it is vital
for all students in order to becoming engaged. By being socially engaged, people and students can
improve their learning and knowledge.
TRANSCRIPTION 5
Aim 3
Through this aim, the interviewer wanted to know about the changes in the mood and
behaviour of the kids and regarding the staff that were in the complete programme. This can be
interpreted from the interview that one of the interviewee was so amazed to see the changes in the
mood of the children as she elaborated that her child became frustrated many times before joining
this program but now he does not get frustrated as he is active doing his own things. Earlier he also
became physically violent after the argument which is not seen nowadays after the programme
(Kalita and et.al., 2021). On the other hand, the other parent did not notice major changes in the
mood of children but there is lack of negative changes.
11

Section 4
Overall findings and recommendations
 What worked well summary (process evaluation)
Improvement in numbers of participants or children was the main key of success. Positive
feedbacks by parents of participants showed success of this program.
 Any programme improvements summary (process evaluation)
More than 5 activities and numbers of games should have been developed in the
program for engaging children and improving their behaviour and learning as well.
 First evaluated aim topic area summary(Aim 2)
As it is known as more than 5 children tend to focus on indoor games on mobile,
laptop and television. But after participating in this program most of the children tend to
enjoy outdoor games and participating in outdoor activities.
 Second evaluated aim topic area summary(Aim 3)
Children did not prefer to talk and participate in social activities because of some
disability but this program helped them out in becoming active than before.
12

Recommendations for future practice
Aim 2
For better improvement more focus should be given on identifying behaviours of
each child and rather focusing them in a group, all children should be focused
individually and face to face. The programme must facilitate more number of children
because the issue of isolation and lack of physical activities in children (Jiao and et.al.,
2020). The teacher must also ensure that the children do not learn any bad habits
during the programme instead enhance the other skills like communication, team spirit,
sportsmanship etc. The programme must involve such activities which can help in
overall growth and development of children. There must be some motivation for the
students so that they can enjoy the programme rather than taking it a boring activity of
schedule. The different needs of the learners must be addressed and the activities must
be according to their needs as it is different for all the kids some are shy whereas others
are bold.
Aim 3
It is also recommended that the children or their progress must not be compared
with the progress of others because the growth and development of all the children are
different and also they grow according to their body and mind. So, comparing each
other cam demotivated them and can develop negative feeling towards others and
themselves. The programme must also involve regular meetings with the parents of the
children so that they can also share their opinions and feelings regarding their
children’s progress physically and mentally (Jiao and et.al., 2020). The children can
learn to express their feelings and will also engage in more physical activities rather
than sitting on the smart phone and computers which restricts their physical growth.
The things which worked well was that the children were engaged in more physical
activities which distracted them from the mobile phones and PCs and also the specific
needs of the children were addressed but the things which do not worked well were that
the children who were very shy were not motivated much to participate in physical
activities. This is why; these must be improved in future programmes.
13

14

General recommendations
Overall, it can be suggested that partners should have focused on engaging parents
along with children for better positive outcomes and improving behaviour of children.
15

References
Hall, G. and et.al., 2021. A tale of two pandemics: How will COVID-19 and global trends in
physical inactivity and sedentary behavior affect one another?. Progress in
cardiovascular diseases, 64, p.108.
Jiao, W.Y. and et.al., 2020. Behavioral and emotional disorders in children during the
COVID-19 epidemic. The journal of Pediatrics. 221. p.264.
Matias, T., Dominski, F.H. and Marks, D.F., 2020. Human needs in COVID-19 isolation.
16

Appendices
This section is not mandatory – if you feel there are appendices that you would like to
include, do so. If not, remove this section
17

Always leave a blank page at the end of a report. So remove this text and keep a blank page.
18