PES6251 Research Methodology in Sports Coaching and Management
The Complete Study & Assessment Guide · PES6251 Overview
- The Education University of Hong Kong
- Semester 1, 2026/27
- Postgraduate research methods
- Three credit points
- English medium
What this course asks you to build
PES6251 treats research methodology as a chain of answerable decisions.
- Assessed by An individual research proposal and two group-project products: a presentation and a completed written report.
- Highest-weight task The individual small-project proposal carries half of the published course mark.
- Core skill Matching each research question to a design, sampling route, measurement plan and proportionate conclusion.
- Where to confirm Use the current Moodle brief for submission settings and assessment-specific instructions governing generative AI use.
How PES6251 is assessed
| Component | Weight | Format |
|---|---|---|
| Individual Assignment | 50% | Small-scale research proposal of at least 1,500 English words, due 14 December 2026 |
| Group Project Presentation | 25% | Approximately 15 minutes plus questions and discussion, on 27 November or 4 December 2026 |
| Group Project Written Essay | 25% | Research report of approximately 3,000 to 3,750 English words, due 14 December 2026 |
The offering-specific assessment summary separates the group project into presentation and written essay components, each carrying twenty-five per cent. These three numeric rows total one hundred per cent. Use the current Moodle task pages to confirm submission settings.
Current PES6251 dates
| Date | Item | Control |
|---|---|---|
| 27 November or 4 December 2026 | Group Project Presentation | Presentation date depends on the selected group slot. |
| 14 December 2026 | Individual Assignment | The offering-specific guideline states submission by 11:59 p.m. |
| 14 December 2026 | Group Project Written Essay | The group guideline states submission by 11:59 p.m. |
Dates are as published in the offering-specific assessment summary and assessment guidelines. Confirm exact deadlines and submission settings in the live LMS.
What PES6251 covers
The chapters follow the published sequence from research questions and literature search through observational and experimental designs, sampling, measurement, surveys and assessed research reporting.
Research Logic and Design Families
scientific process, purpose and evidence families, manipulated variables and defensible claim boundariesFrom question to interpretation
Research is systematic, question-led problem solving. The scientific sequence moves from a defined problem and literature-informed hypothesis through design, data collection, analysis and interpretation.
- Scientific process from question to interpretation
- Basic and applied purposes
- Quantitative and qualitative evidence
- Experimental and non-experimental control
- Primary and secondary data
- Operational definitions and claim boundaries
Questions, Literature and Feasible Objectives
PICO completeness, CAFE feasibility, aim and objective alignment, and reproducible search logicMake the question executable
A research question connects the literature gap to the design. PICO checks the population, intervention or exposure, comparator and outcome, while CAFE tests complexity, access, facilities and resources, and expertise.
- PICO question completeness
- Originality through setting, population, time or method
- CAFE feasibility screen
- Question, aim and objective alignment
- SMART objective design
- Boolean search and screening records
Descriptive and Cross-sectional Studies
snapshot designs, prevalence denominators, temporal ambiguity, confounding and directional bias reasoningInterpret the snapshot
Descriptive studies record the distribution and characteristics of a population without manipulation.
- Prevalence and its denominator
- Cross-sectional time structure
- Reverse causation
- Three conditions for confounding
- Selection and information bias
- Design upgrades for unresolved uncertainty
Cohort Designs and Risk Measures
prospective and retrospective time order, incidence, relative risk, hazard ratios and follow-up biasFollow exposure toward outcome
Cohort studies group people by exposure and compare later outcomes. Prospective cohorts define exposure and follow-up before outcomes occur; retrospective cohorts reconstruct the same time order from existing records.
- Prospective cohort design
- Retrospective cohort reconstruction
- Incidence and at-risk denominators
- Relative risk calculation
- Hazard ratios and event time
- Loss to follow-up and confounding
Case-control Designs and Odds Ratios
selection by outcome, control-source logic, exposure odds, recall bias and matched comparisonsLook backward from outcome
Case-control studies select cases and controls by outcome status and compare prior exposure.
- Selection by outcome status
- Source-population control logic
- Comparable exposure windows
- Recall and interviewer bias
- Odds ratio by exposure odds
- Matching and matched analysis
Experiments, Hypotheses and Variables
independent and dependent variables, operational definitions, hypotheses, comparators and causal validityBuild a controlled contrast
Experiments manipulate an independent variable and measure a dependent variable, creating the foundation for causal inference when comparison, allocation and procedures are credible.
- Independent and dependent variables
- Operational definitions
- Research and null hypotheses
- Comparator choice
- Random allocation and standardisation
- Internal and external validity
Randomised and Quasi-experimental Designs
random assignment, counterfactuals, parallel and crossover trials, washout and allocation integrityDefend the counterfactual
Randomised controlled trials use chance allocation to support baseline comparability, while quasi-experiments introduce an intervention without random assignment and defend the counterfactual through comparison groups, time patterns or modelling.
- Random selection versus assignment
- Quasi-experimental counterfactuals
- Parallel-group trials
- Crossover sequence and washout
- Allocation concealment and blinding
- Intention-to-treat and cluster analysis
Sampling and Group Allocation
target populations, frames, probability and purposive sampling, clusters, non-response and assignmentFollow every transition into the analytic sample
The target population defines who the question concerns, the accessible population defines who can be reached, and the sampling frame determines who can be selected.
- Target and accessible populations
- Sampling frames and coverage
- Probability sampling methods
- Purposive and network recruitment
- Non-response and attrition
- Random selection versus allocation
Reliability, Validity and Measurement
repeatability, agreement, content and criterion evidence, systematic error and instrument fitConsistency does not guarantee correctness
Reliability addresses stability, internal consistency and agreement under specified conditions. Validity addresses whether evidence supports the intended interpretation and use for a population and context.
- Test-retest stability
- Inter-rater agreement
- Internal consistency
- Content and criterion evidence
- Systematic and random error
- Subjective and objective activity measures
Surveys, Instruments and Research Reports
neutral questionnaire items, response options, proposal sections, visual results and discussion boundariesMake every item and section answer the question
Survey items should measure one construct with neutral wording, complete response options and a recall window participants can use. The same alignment governs assessed writing.
- Open and closed questions
- Neutral single-focus item wording
- Balanced response options
- Question order and pilot testing
- Proposal and report section logic
- Results figures and discussion boundaries
You begin with a problem in sports coaching or management, locate a gap in the literature, formulate a focused question, choose a design capable of answering it, recruit an appropriate sample, define measures, analyse the observations and present a conclusion that does not outrun the evidence.
The published course outline follows that chain from quantitative and qualitative design through data collection, analysis and report writing, with repeated attention to critical review and ethical implementation.
How the teaching sequence develops
The opening weeks establish what research is, how basic, applied, quantitative, qualitative, experimental and non-experimental classifications fit together, and how the scientific process moves from question to interpretation.
Question formation then uses PICO as a completeness check and CAFE as a feasibility screen before literature-search logic turns the proposed concepts into reproducible database queries.
Observational methods occupy the next block. Cross-sectional studies provide a population snapshot but leave time direction unresolved.
Cohort studies begin with exposure and compare later outcomes, supporting incidence and relative-risk calculations. Case-control studies begin with outcome and compare prior exposure odds, which makes control selection and recall especially important.
The guide keeps these designs separate because their denominators, biases and permissible conclusions differ.
Experiments, sampling and measurement
Experimental chapters distinguish independent from dependent variables, translate theory into hypotheses and show how comparators, random assignment and consistent procedures protect a causal contrast.
Parallel and crossover trials solve different problems, while quasi-experiments require a clear account of the counterfactual. Sampling then separates random selection for population reach from random assignment for group comparability.
Reliability concerns consistency and agreement; validity concerns whether an interpretation is supported for the intended use.
A stable instrument may still measure the wrong construct, and an apparently objective device may miss context needed by the question. Survey design applies the same logic at item level by requiring neutral wording, one construct at a time, complete response options and a workable recall period.
How the assessments fit together
The individual assignment is a research proposal for a small-scale project.
The group project adds a presentation and written report based on collected data. Together they reward coherence more than methodological display: the gap must generate the question, the question must determine participants and measures, and the result must support the conclusion.
The presentation's published marking points place the greatest internal emphasis on results, while the written report requires tables or figures and a discussion of implications, strengths and limitations.
How to study with this guide
Start each chapter by redrawing its figure, then complete the worked example without looking at the model.
For quantitative questions, print each denominator before calculating and finish with a sentence using the correct design language. For critique questions, name the largest threat, explain its likely direction and propose the smallest design change that addresses it.
Apply the integrated practice chapter to your own project and use the closing audit before submission.
Evidence and current instructions
Assessment labels, weights, formats and dates follow the captured course outline and offering-specific guidelines. Teaching explanations and practice scenarios are independently authored.
The course outline permits generative AI in some or all assessments only under instructions supplied for each task, so the current Moodle assessment brief controls what is permitted, what must be acknowledged and what must accompany the submission.
Worked example · free
Choose a design that fits the available evidence
- 3Name the design and explain why randomised allocation is unavailable.
- 3Define one observed outcome and one implementation measure.
- 4State the conclusion boundary and the strongest rival explanation.
Key terms
- Research Question
- A focused statement of the uncertainty a study will answer, naming the population and evidence needed.
- PICO
- A question-building framework covering population, intervention or exposure, comparator and outcome.
- Confounder
- A variable related to exposure and outcome that is not on the causal pathway and can distort their association.
- Cross-sectional Study
- An observational design measuring exposure and outcome within one time window.
- Cohort Study
- A design grouping participants by exposure and comparing later outcomes prospectively or through existing records.
- Relative Risk
- The risk in an exposed group divided by the risk in an unexposed group over a stated period.
- Case-control Study
- A design selecting cases and controls by outcome status and comparing their prior exposure.
- Odds Ratio
- The ratio of exposure odds among cases to exposure odds among controls.
- Random Assignment
- Allocation by chance to study conditions to reduce systematic baseline differences between groups.
- Carryover
- A persisting effect from an earlier treatment period that changes response in a later crossover period.
- Reliability
- The consistency, stability or agreement of measurements under specified conditions.
- Validity Evidence
- Evidence supporting the interpretation and use of scores for a defined population, construct and purpose.
PES6251 FAQ
How is the course assessed?
The published assessment has three components. An individual small-project proposal carries fifty per cent. The group project contributes a presentation worth twenty-five per cent and a written research report worth twenty-five per cent. The offering-specific summary makes those group components separate rows, and the numeric weights total one hundred per cent.
What should the individual proposal contain?
The guideline asks for a concise study title, abstract, introduction with a literature gap and research question, method covering participants, design, procedures, instruments and analysis, a significance paragraph, references and an optional appendix. The proposal must use course research methods and address a topic distinct from the group project.
What earns marks in the group presentation?
The published internal allocation gives the largest share to results, followed by background, methods and brief discussion, with smaller shares for the cover and conclusion. Results should therefore be visually clear and directly answer the question. Timing and balanced speaking contribution also matter under the presentation instructions.
When should I use relative risk rather than an odds ratio?
Relative risk belongs naturally to cohort data because risk can be calculated in exposed and unexposed groups. An odds ratio belongs naturally to case-control data because investigators select numbers of cases and controls and compare prior exposure odds. Keep the group labels beside the calculation and use the correct measure name in the conclusion.
What is the difference between random selection and random assignment?
Random selection concerns how people enter the sample and supports population representativeness when the frame and response are sound. Random assignment occurs after enrolment and supports comparable intervention groups. One cannot substitute for the other: a convenience sample can be randomised internally, while a representative survey remains observational.
Does a reliable instrument automatically produce valid results?
No. Reliability means scores repeat or raters agree under stated conditions. Validity concerns whether the evidence supports the intended interpretation and use. A device can give nearly identical values while being systematically high, so repeatability may be excellent even though the absolute measurement is unsuitable.
Can generative AI be used for the assessments?
The course outline marks generative AI as permitted in some or all assessment tasks, with instructors providing specific restrictions and acknowledgement requirements in the relevant briefs. That means permission is task-specific rather than blanket. Check the current Moodle instructions before using a tool and preserve any records the brief asks you to submit.
How should an observational finding be written?
State the observed association or difference, identify the population and time window, and then name the main uncertainty, such as temporal order, confounding or selection. Avoid causal verbs unless the design justifies them. A useful closing sentence proposes the smallest design change that would resolve the uncertainty rather than saying only that more research is needed.
Questions students ask in each PES6251 chapter
- Can one study belong to several research families?
- Yes. The labels classify different aspects of a project. A study may be applied because it addresses a club problem, quantitative because it analyses scores, non-experimental because exposure is only observed, and primary because the researchers collect new data. State each label only when it helps explain what the design can support. Chapter 01 · Research Logic and Design Families
- Does every research question require all four PICO elements?
- No. PICO is a completeness check rather than a compulsory sentence template. An observational question can use exposure instead of intervention, and an exploratory qualitative question may not need a comparator. The important task is to state whose evidence matters, what will be observed and which outcome or experience answers the question. Chapter 02 · Questions, Literature and Feasible Objectives
- Why can a cross-sectional study not usually establish direction?
- Exposure and outcome are measured in the same observation window, so the design cannot usually show which came first. The observed association may reflect exposure influencing outcome, outcome influencing exposure or a third factor influencing both. Repeated measurement or prospective follow-up is needed when temporal sequence is central. Chapter 03 · Descriptive and Cross-sectional Studies
- What is the main difference between prospective and retrospective cohorts?
- Prospective cohorts record exposure and follow participants forward under procedures planned by the researchers. Retrospective cohorts use existing records to reconstruct exposure and later outcomes. Both start with exposure groups, but prospective collection offers more measurement control while retrospective work is faster and inherits record limitations. Chapter 04 · Cohort Designs and Risk Measures
- Why are controls the key design decision?
- Controls should estimate exposure in the population that could have produced the cases. If they come from another setting with different training, healthcare access or record quality, exposure differences may reflect recruitment rather than outcome status. Convenience alone is not a defensible control-selection rule. Chapter 05 · Case-control Designs and Odds Ratios
- Does manipulation alone prove causation?
- No. Manipulation begins the causal argument, but the study still needs a credible comparator, defensible allocation, consistent procedures, adequate adherence and unbiased measurement. If another factor differs systematically between conditions, it can explain the outcome even though researchers changed the independent variable. Chapter 06 · Experiments, Hypotheses and Variables
- When is a quasi-experiment useful?
- It is useful when random allocation is impractical or unethical but an intervention and credible comparison can still be observed. Existing comparison groups, interrupted time series or phased implementation can strengthen inference. The study must explain what would have happened without the programme and which rival explanations remain. Chapter 07 · Randomised and Quasi-experimental Designs
- Does random sampling guarantee a representative final sample?
- No. Random selection protects the invitation stage, but frame gaps, failed contact, refusal and attrition can still make the observed sample selective. Report how many people were eligible, invited, enrolled and measured, then assess whether each transition relates to exposure or outcome. Chapter 08 · Sampling and Group Allocation
- Can a measure be reliable but invalid?
- Yes. A device or scale can give nearly identical readings every time while being consistently too high, too low or focused on the wrong construct. Reliability is necessary for stable interpretation but is not sufficient. Validity evidence must address the intended meaning, population, context and decision. Chapter 09 · Reliability, Validity and Measurement
- What makes a survey item double-barrelled?
- It asks about two separable ideas in one response, such as whether coaching was clear and supportive. A participant may judge one positively and the other negatively, leaving no accurate option. Split the constructs and decide which one directly answers the study objective before adding both. Chapter 10 · Surveys, Instruments and Research Reports
How to prepare for the assessments
Build a one-page decision ledger for your own project. Start with the research question, then add one line each for the target population, sampling route, design, exposure or intervention, comparator, outcome, timing, instrument and analysis. Beside every line, write the threat it is meant to control and the limitation that remains.
Work the chapter examples without looking at the answer, especially the relative-risk and odds-ratio ledgers, and always print the two denominators before dividing. For critique practice, use a three-sentence structure: name the design feature, explain how it changes the inference, and propose one feasible repair. For the assessed proposal, trace every objective to one method and every method to one planned result.
For the group products, reserve most rehearsal and slide space for results, then use the discussion to interpret the pattern, compare it with prior evidence and set a clear claim boundary. Finish by reading only the final paragraph of each section in order; together they should tell one coherent research story.
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