Abstract
Problem-based learning (PBL) has long been used as a means to foster critical thinking and student autonomy. However, few studies have investigated the effectiveness of PBL in Sports Therapy. The aim of this study was to examine first year Sports Therapy students' perceptions of PBL. Results revealed that students perceived PBL as vocationally relevant, by enabling them to work in and across groups, whilst also engaging with a wider range and depth of information compared to more traditional methods of curriculum delivery. External observations of the lecturers input sessions were made by an impartial researcher. The implications of the study are that PBL appears to be a professionally suitable and appropriate learning modality for Sports Therapy students.
| Original language | English |
|---|---|
| Pages (from-to) | 39-49 |
| Number of pages | 11 |
| Journal | Journal of Hospitality, Leisure, Sport & Tourism Education |
| Volume | 17 |
| Early online date | 10 Sep 2015 |
| DOIs | |
| Publication status | Published - Nov 2015 |
Bibliographical note
NOTICE: this is the author’s version of a work that was accepted for publication in Journal of Hospitality, Leisure, Sport & Tourism Education. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Journal of Hospitality, Leisure, Sport & Tourism Education, [17, (2015)] DOI: 10.1016/j.jhlste.2015.07.002© 2015, Elsevier. Licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/
Keywords
- Student autonomy
- Vocationally relevant
- Curriculum
