Implementation and Evaluation of Mock Trial Within Undergraduate Sport Law Curriculum

in Sport Management Education Journal

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Makena R. LynchThe Ohio State University, Columbus, OH, USA

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Leeann M. Lower-HoppeThe Ohio State University, Columbus, OH, USA

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Shea M. BrgochWestern Kentucky University, Bowling Green, KY, USA

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James O. EvansUniversity of North Alabama, Florence, AL, USA

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Richard L. BaileyGonzaga University, Spokane, WA, USA

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Mark BeattieFort Lewis College, Durango, CO, USA

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Moetiz SamadThe Ohio State University, Columbus, OH, USA

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Ashley RyderCatawba College, Salisbury, NC, USA

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DOI:
https://doi.org/10.1123/smej.2021-0008
Keywords:
experiential learning; legal issues; learning tool; college teaching
First Published Online:
28 Mar 2022
In Print:
Volume 16: Issue 2
Page Range:
130–141
Restricted access

Mock trials serve as useful experiential learning tools for undergraduate kinesiology students. In the current study, Kolb’s experiential learning cycle was employed over the course of a semester through a comprehensive mock trial project that aimed to provide undergraduate students with an interactive learning experience as a means to achieve desired learning outcomes. The primary purpose of this study was to empirically evaluate the mock trial as a learning tool. The researchers conducted a total of 32 semistructured focus groups with 175 students. Overall, students expressed positive experiences and outcomes as a result of engaging in the mock trial project. Four distinct themes emerged from the data: learning mechanisms, learning outcomes, the student learning experience, and suggested improvements for future courses. Each of these themes is substantiated by excerpts from the comments of the students who participated in the focus groups and discussed in detail, as well as implications for instructors who wish to similarly implement mock trials into their classrooms.

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