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There are increasing concerns in higher education for the need to move away from the traditional lecture format in order to more effectively prepare students as future leaders. Research in active learning has encouraged many tertiary educators to experiment with the flipped classroom approach that has been used extensively in K-12 educational programs. This descriptive paper outlines the design, implementation, and outcomes of a 'flipped classroom' approach that was put into practice in an undergraduate course in Sports Coaching. The students reported that they experienced more constant and positive interactions with lecturers/peers than in other courses. Overall, a high level of commitment to the course was indicated, while group work, discussions, and practical applications were also identified as positive aspects of the course. The most common suggestions for improvement included providing more time for group tasks to allow more interaction between classmates. Responses demonstrated a significant difference (p < 0.05) in the responses of the 12 female and 23 male students, supporting the literature that females prefer cooperative learning environments. However, no significant difference was noted between those students with English as their first language and non-English speaking background students. The authors conclude that the flipped classroom approach is a very effective teaching and learning strategy that can be employed to enhance the effectiveness of coach education programs.

Work-integrated learning has become a significant feature of Australian universities over the past decade. Earlier research indicates that some form of career development is essential to prepare undergraduate students for a competitive employment market. The 2008 National Association of Graduate Careers Advisory services (NAGCAs) symposium sought to establish best practice in the integration of career development learning and work-integrated learning. The NAGCAs symposium and resulting project served as a catalyst for the current study, which examined the value of career development learning to work-integrated learning through student perceptions of the benefits of career education workshops in Field Project, a final-year course for the Bachelor of Exercise science at Griffith University, Gold Coast. The findings suggest that university students should be exposed to courses that provide a combination of career education and work-integrated learning as part of their formal studies to maximise their employment potential for optimal economic and social outcomes.

Sport coaching is a multifaceted profession with many responsibilities. Coaches can have a profound effect on athletes that can be both positive and negative. Coaches have the ability to motivate athletes and increase their self-esteem. Conversely, negative effects of coaching may include athlete drop-outs, injuries, and loss of confidence. Coaches need to manage the coaching environment and create positive surroundings to ensure that athletes achieve their optimum potential. Managing a coaching environment refers to how coaches establish and maintain order. This paper explores the literature on behavior management in education and sport settings and aims to contribute to sport-coaching knowledge. General coaching tips for managing athlete behavior are suggested along with examples of potential coaching strategies.

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