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The implementation of problem based learning styles to explain the coach-athlete relationship to undergraduate students

The implementation of problem based learning styles to explain the coach-athlete relationship to undergraduate students

Rossato, Claire (2013) The implementation of problem based learning styles to explain the coach-athlete relationship to undergraduate students. In: The 18th Annual Congress of the European College of Sport Science (ECSS), 2nd - 29th June 2013, Barcelona, Spain. (Unpublished)

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Abstract

The central components of problem based learning consist of students working in groups to provide a possible solution and that the focus is on the process of problem resolution as well as the actual solution (Savin-Baden, 2003). A meta-analysis by Dochy et al (2003) found that there was a significant and positive effect on student’s skills when using problem based learning styles, and that students engage with slightly less knowledge but retain more knowledge and elaborate more on information than those taught traditionally. There was also a positive effect on student skills that was immediate and lasting.

Methods
This study attempted to explore whether problem based learning styles are suited to lecturing Coach-Athlete relationships. Sixty four (39% female, M age=22.64, SD=2.02 and 61% male, M age=24.30. SD=4.86) students attended a lecture on the topic of Coach-Athlete relationships, a problem based learning 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 students filled out an evaluation sheet 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.

Results
Eight one percent (n=52) of participants found the task helpful to aid learning, 65% (n=42) participants indicated that using this style of lecture could aid learning more than a traditional approach and 73% (n=47) participants enjoyed the task.

Discussion
It maybe useful to use problem based learning styles in lecture sessions to engage students with the topic area of Coach-Athlete relationships. Problem based learning could also be used to help develop transferable skills for those students who want to pursue a career in coaching. Skills such as problem solving and working within a team in a Coach-Athlete environment are invaluable as communication plays an important part in the Coach-Athlete relationship (Philippe and Seiler, 2006).

Item Type: Conference or Conference Paper (Poster)
Uncontrolled Keywords: Problem-based; Learning; Coach-Athlete; Students
Faculty / Department / Research Group: Faculty of Engineering & Science
Faculty of Engineering & Science > Department of Life & Sports Sciences
Last Modified: 03 Mar 2017 13:11
Selected for GREAT 2016: None
Selected for GREAT 2017: None
Selected for GREAT 2018: None
URI: http://gala.gre.ac.uk/id/eprint/16396

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