Sealey, R.M., and Crowe, M.J. (2014) Debating the issue: using university student debates to facilitate active student engagement in sport and exercise science. Focus on Health Professional Education, 16 (1). pp. 102-104.

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Abstract

[Extract] "Debate refers to the process of considering multiple viewpoints and arriving at a judgment" (Kennedy, 2007, p. 1). The team with the most persuasive argument usually wins the debate. Class debates "involve active and cooperative learning, stimulate critical thinking and student interest, facilitate discussion and can improve oral communication skills" (Budesheim & Lundquist, 1999, p. 106). Debates are useful when discussing subjects that have no definitive answer, or that may be obscured by fallacies or media jargon. In addition, by assigning students the position they will argue, the teacher may eliminate student discomfort with arguing a controversial topic.

The aim of this project was to document the process of using topic-based debates in sport and exercise science higher education curriculum and to report subsequent student perceptions of the effectiveness of the debates with respect to improving and facilitating the acquisition of generic skills.

Item ID:	36052
Item Type:	Article (Short Note)
ISSN:	2204-7662
Keywords:	public speaking, team work, critical thinking
Date Deposited:	12 Mar 2015 04:58
FoR Codes:	11 MEDICAL AND HEALTH SCIENCES > 1106 Human Movement and Sports Science > 110699 Human Movement and Sports Science not elsewhere classified @ 65% 13 EDUCATION > 1302 Curriculum and Pedagogy > 130209 Medicine, Nursing and Health Curriculum and Pedagogy @ 35%
SEO Codes:	93 EDUCATION AND TRAINING > 9301 Learner and Learning > 930102 Learner and Learning Processes @ 100%
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