Assessing a Two-Pronged Approach to Active Learning in Sport Sociology Classrooms

in Sport Management Education Journal
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Active-learning research has explored 2 distinct areas: pedagogy and physical space. As existing research has most often explored only 1 area per study and few have been done in the area of sport sociology, additional research is needed. This research combined both areas of active learning through a quasi-experimental design. Using 2 different classes, Sport and Society and Gender and Sport, students were exposed to an unchanging physical space or manipulated physical space, as well as active-learning tasks of varying complexity. No differences in student perceptions of engagement or learning were found when comparing space variations; however, task complexity did lead to significant differences in student perceptions of engagement and learning.

The author is with the Sport Management Dept., St. John Fisher College, Rochester, NY. Address correspondence to edane-staples@sjfc.edu.

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