The implementation of problem based learning styles to teach the Coach-Athlete relationship to undergraduate Sport and Exercise Science students
Rossato, Claire J. L.
O'Driscoll, Jamie M.
This study explored problem based learning (PBL) styles and it’s suitability to improve the learning experience of level 6 (third year) Sport and Exercise Science undergraduate university students compared to a traditional style of lecturing when teaching the Coach-Athlete relationship. Sixty-four (Mage years=23.47, SD=3.44) students attended a lecture on the topic of the Coach-Athlete relationship. A PBL task was implemented using images of a coach showing a hostile approach and another image of a coach using a friendly approach. These images were used to initiate discussions about the potential problems the scenarios could elicit. At the end of the session student’s completed a questionnaire regarding their thoughts about the session’s ability to aid learning and whether they felt it was preferred over a traditional style of lecturing as well as their enjoyment of the session. Eighty one percent (n=52) of participants found the task helpful to aid learning, 66% (n=42) of participants indicated that using this style of lecture could aid learning more than a traditional approach and 73% (n=47) of participants enjoyed the task. It may be useful to use PBL styles in lecture sessions to engage students within the topic area of the Coach-Athlete relationship. PBL could also be used to help develop transferable skills for those students who want to pursue a career in coaching.
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