Innovative Teaching and Learning Strategies in Kinesiology

Abstract

Although the use of active-learning strategies in the classroom is effective, it is underutilized due to resistance to change from the traditional classroom, a limited evidence base for optimizing engaged learning, and limited support for faculty to overhaul their course structure. Despite these barriers, engaged learning is highly relevant, as the expected job skills of graduates continue to grow and are biased away from rote memorization and toward critical thinking and communication skills. The STEM (science, technology, engineering, and math) disciplines continue to accrue evidence demonstrating that different engaged-learning formats provide for better learning and preparation for careers. This article describes 2 innovative course formats the authors have used to increase student engagement and enhance competence in the areas of critical thinking, evidence gathering, and scientific communication. Furthermore, the authors discuss what they have learned while applying these teaching approaches to the development of new courses and the enhancement of established courses.

Učni stili in preference za opravljanje bodočega poklicnega dela študentov in študentk dodiplomskega študija kineziologije

“…Usmeritev področja kineziologije v prihodnosti narekuje prilagodljivost študijske strukture s ciljem umeščanja na obstoječi trg dela kot tudi večjimi možnostmi zaposlovanja (Ennis, 2010). Zaradi hitrega razvoja področja kineziologije in njene umeščenosti v več družbenih področij (izobraževanje, šport, krepitev zdravja, prosti čas, turizem in druga) pa je potrebna tudi nenehna skrb za prilagajanje metod poučevanja in spodbujanja aktivnih učnih strategij med študenti kineziologije (Bodary in Melissa Gross, 2018).…”

Assessing a Two-Pronged Approach to Active Learning in Sport Sociology Classrooms

“…Faculty also task students with being actively engaged outside of class so that learning within the classroom can be more active. The use of flipped classrooms (Killian & Woods, 2018;Lumpkin & Achen, 2015), blended learning (Bodary & Gross, 2018), and team-based learning (Parr, 2013) are all pedagogical strategies that require students to be actively involved in the construction of their own knowledge both in and out of classrooms.…”

“…In prior studies, both individual assignment grades and final grades were shown to be improved within an ALC compared with a traditional, lecture-based class (Brooks & Solheim, 2014;Freeman et al, 2014). Active learning can also address the demand for nonknowledge-based abilities, sometimes referred to as soft skills (Bodary & Gross, 2018). By engaging with peers and having to clearly articulate one's own ideas, students are given opportunities to strengthen their abilities of critical thinking and working in teams (Bodary & Gross, 2018).…”

“…Active learning can also address the demand for nonknowledge-based abilities, sometimes referred to as soft skills (Bodary & Gross, 2018). By engaging with peers and having to clearly articulate one's own ideas, students are given opportunities to strengthen their abilities of critical thinking and working in teams (Bodary & Gross, 2018). The increased proficiency in these soft skills is often mentioned by students when assessing their perceptions of an active learning environment (Lumpkin, Achen, & Dodd, 2015b).…”