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lack of PE equipment or the small changing rooms could be acted out. Small discussion groups between students, teachers and school authorities could also be organized debating the research results and considering ways of improvement. The use of a social environment would also engage audiences who could otherwise be oblivious to the research that has been undertaken. However, this does raise concerns that dissemination in a social setting could be perceived as too informal to convey important information, the audience’s attentiveness and the purpose of the event could be lost. A further issue that would need to be addressed could be the reluctance of the school to be involved in helping to project any negative issues surrounding the school and the teachers. Whilst the inclusion of children as participants in dissemination has featured in several methods, concerns could be raised that having children at the forefront of these methods makes the results less effective, unethical and could be disregarded as a token gesture. However, the importance of hearing the children’s voice should not be overlooked. As Robb (2014, p.246) states “young research participants cease to be merely the recipients of new knowledge about themselves, and to some extent become part of the research team, helping to define that knowledge and how it is communicated to a wider audience.” As with all research, there are ethical considerations to be adhered to. The possible impact on research participants and their families must be contemplated particularly where anonymity may be at risk or where there is potential for discrimination, or misuse or misrepresentations of research findings (e.g. to suit political agendas). This is a responsibility of the researchers to ensure participants will not be hurt, damaged or disadvant
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