Remember Me
Or use your Academic/Social account:


Or use your Academic/Social account:


You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.


Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message


Verify Password:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Rossato, Claire J. L.; O'Driscoll, Jamie M.
Publisher: VictorQuest
Languages: English
Types: Article
This study explored problem based learning (PBL) styles and it’s suitability to improve the learning experience of level 6 (third year) Sport and Exercise Science undergraduate university students compared to a traditional style of lecturing when teaching the Coach-Athlete relationship. Sixty-four (Mage years=23.47, SD=3.44) students attended a lecture on the topic of the Coach-Athlete relationship. A PBL 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 student’s completed a questionnaire 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. Eighty one percent (n=52) of participants found the task helpful to aid learning, 66% (n=42) of participants indicated that using this style of lecture could aid learning more than a traditional approach and 73% (n=47) of participants enjoyed the task. It may be useful to use PBL styles in lecture sessions to engage students within the topic area of the Coach-Athlete relationship. PBL could also be used to help develop transferable skills for those students who want to pursue a career in coaching.
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • Albanese M.A, Mitchell S, 1993. 'Problem-based learning: a review of literature on its outcomes and implementation issues', Academic Medicine, 68 (8), pp. 52-81.
    • Bernstein P, Tipping J, Bercovitz K, Skinner H.A, 1995. 'Shifting students and faculty to a PBL curriculum: Attitudes changed and lessons learned', Academic Medicine, 70, (3), pp. 245-247.
    • Claesson H.F.A, Boshuizen H, 1985. 'Recall of medical information by students and doctors', Medical Education, 19, pp. 61-67.
    • Cockrell K.S, Caplow J.A.H, Donaldson J.F, 2000. 'A Context for Learning: Collaborative Groups in the Problem-Based Learning Environment', The Review of Higher Education, 23 (3), pp. 347- 363.
    • Gabbert B, Johnson D.W, Johnson R.T, 1986. 'Cooperative learning, group-to-individual transfer, process gain, and the acquisition of cognitive reasoning strategies. ', Journal of Psychology: Interdisciplinary and Applied, 120 (3), pp. 265-278.
    • Jones R.L, Turner P, 2006. "Teaching coaches to coach holistically: Can Problem-Based Learning (PBL) help?” Physical Education and Sport Pedagogy, 11, (2), pp. 181-202.
    • Lewis A.D, Menezes A.B, McDermott H.E, Hibbert L.J, Brennan S, Ross E, Jones L.A, 2009. 'A comparison of course-related stressors in undergraduate problem-based learning (PBL) versus non-PBL medical programmes', BMC Medical Education, 60 (9), pp. 210-19.
    • Martin L, West J, Bill K, 2008. "Incorporating problem-based learning strategies to develop learner autonomy and employability skills in Sports Science undergraduates", Journal of Hospitality, Leisure, Sport & Tourism Education, 7, (1), pp. 4-17.
    • Moore J, 2009. 'An exploration of lecturer as facilitator within the context of problem-based learning', Nurse Education Today, 29 (2), pp. 150-156.
    • Patel V.L, Groen G.J, Norman G.R, 1991. 'Effects of conventional and problem-based medical curricula on problem solving', Academic Medicine, 66 (7), pp. 380-389.
    • Philippe R.A, Seiler R, 2006. 'Closeness, co-orientation and complementarity in coach-athlete relationships: What male swimmers say about their male coaches' Psychology of Sport and Exercise, 7, pp: 159-171.
    • Savin-Baden M, 2003. 'Disciplinary differences or modes of curriculum practice? Who promised to deliver what in problem-based learning?' Biochemistry and Molecular Biology Education, 31 (5), pp. 338-343.
    • Schmidt H.G, Moust J.H.C, 2000. 'Factors Affecting Small Group Tutorials Learning- A Review of Research', In: Evensen, D.H. and Hmelo-Silver, C.E. Problem-based learning: a research perspective on learning interactions. USA: Lawrence Erlbaum.
    • Tod D, Thatcher J, Rahman R, 2010. Sport Psychology. Basingstoke: Palgrave Macmillan.
    • Vygotsky L, 1978. Mind in Society: The Development of Higher PsychologicalProcesses. Harvard University Press: Cambridge, MA, USA.
  • No related research data.
  • No similar publications.

Share - Bookmark

Cite this article