Curriculum re-design to develop higher-order skills in sport and exercise science
Sealey, Rebecca (2010) Curriculum re-design to develop higher-order skills in sport and exercise science. ANZAME. p. 78.
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Introduction/background: Sport and Exercise Science students have attained prior theoretical and practical knowledge in the areas of health and fitness assessing, exercise prescription and sports medicine, however it is not until entering the workforce that students integrate these areas as a comprehensive client management plan within the sports injury and rehabilitation setting.
Purpose/objectives: The study sought to provide students with a new curriculum that encompasses real-life-based complex case management and hence the opportunity to develop and demonstrate higher-order skills as they relate to real-life situations. The new curriculum included the implementation of a virtual client for each student; the involvement of a community practitioner; and the inclusion of an external professional qualification, the Sports Medicine Australia Level 1 Sports Trainer.
Issues/questions for exploration or ideas for discussion: Thirty-four students enrolled in Sports Training and Rehabilitation, a third-year Sport and Exercise Science subject, participated. A 24-item questionnaire was used to assess the effectiveness of the new curriculum. Fifteen items, ranked on a 5-point scale, were completed at the start and end of the subject to assess subject competencies, presenting and communication skills and JCU graduate attributes. The perceived usefulness/worth of each innovation was also assessed on a 5-point scale.
Results: Significant improvements (p<0.05) from either “not very confident” or “neither confident or not confident,” to “fairly confident”, occurred for the questions related to specific sports training and rehabilitation competencies (2.1 ±0.3 to 4.3 ±0.1), presentation and communication competencies (2.4 ±0.4 to 4.3 ±0.1), and targeted JCU graduate attributes (2.7 ±0.1 to 4.2 ±0.1). Students ranked the virtual client tasks as “fairly useful” (4.4 ±0.6), the inclusion of the practitioner as “very worthwhile” (4.5 ±0.6), and the level of feedback provided and the inclusion of the professional qualification as “outstanding” (4.5 ±0.5 and 4.8 ±0.5).
Discussion: The re-design of the subject resulted in positive student feedback and positive improvements in subject-based knowledge and skills, communication and presenting competencies, and graduate attributes. The curriculum re-design was successful with students rating the inclusion of the professional qualification, the hands-on prac classes and the real-life folios as the best aspects of the subject. Students indicated that the in-class folio working time would be further improved with the inclusion of a more rigid structure.
Conclusions: Real-life based teaching is effective for developing higher-order skills in Sport and Exercise Science students.
|Item Type:||Article (Abstract)|
|Date Deposited:||02 Nov 2010 22:50|
|FoR Codes:||13 EDUCATION > 1302 Curriculum and Pedagogy > 130209 Medicine, Nursing and Health Curriculum and Pedagogy @ 100%|
|SEO Codes:||93 EDUCATION AND TRAINING > 9303 Curriculum > 930301 Assessment and Evaluation of Curriculum @ 50%
93 EDUCATION AND TRAINING > 9303 Curriculum > 930302 Syllabus and Curriculum Development @ 50%