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Adam Cohen and Calvin Nite

been termed experiential learning ( Felicia, 2011 ; Groves, Leflay, Smith, Bowd, & Barber, 2013 ; Kayes, 2002 ; Kolb, 1984 ). This classroom teaching concept has been defined repeatedly since it has become popularized in academic literature in the early 1980s (see Kolb, 1984 ). This is not to

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Joanne Williams and Heidi M. Parker

Experiential learning has been widely used to impact student engagement and provide opportunities to apply theory to practice (Bower, 2013). Sport management faculty regularly use experiential learning in event management, sales classes and internships (Charlton, 2007; McKelvey & Southall, 2008). In addition, educators often include leadership development within their student learning outcomes (COSMA, 2014; MacKie, 2014). This study examines the effectiveness of leadership development activities implemented in an experiential event management course. A case study approach was selected to demonstrate in-depth development and analysis of the course and the integration of strengths-based leadership activities. Students completed the StrengthFinder assessment (Rath & Conchie, 2009), the Strengths Awareness Measure (Schreiner, 2004), and the Strengths of Self Efficacy Scale (Tsai et al., 2014). Significant increases in strengths awareness were reported along with generally high self-efficacy scores. Students reported positive perceptions of the experiential learning experience and increased levels of engagement.

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Joshua R. Pate and David J. Shonk

The purpose of this study was to explore the experiences of sport management students during an experiential learning trip to Super Bowl XLVII in New Orleans, LA. A secondary purpose of the study was to explore and describe why students were motivated to participate in the trip. The study draws from theories of student and volunteer motivation. A qualitative approach was employed using ethnography that detailed the accounts of 11 students and 2 professors from James Madison University who volunteered to work events surrounding the Super Bowl. The findings revealed three themes: learning, career empowerment, and on-site preparation. This type of experiential trip can be replicated by other sport management educators and the findings can assist in further developing the literature on experiential learning.

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Melissa Pangelinan, Marc Norcross, Megan MacDonald, Mary Rudisill, Danielle Wadsworth and James McDonald

Experiential learning via internships, practicums, and research provides undergraduate students with rich opportunities to enhance their knowledge of core concepts in kinesiology. Moreover, these types of experiences increase job-related skills (e.g., leadership development, critical thinking

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Michael J. Diacin

Experiential learning is a pedagogical approach that provides students the opportunity to apply conceptual knowledge to practical situations. This form of learning can consist of a broad spectrum of informal and formal educational experiences that encourage students to learn by doing ( Foster

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Ashley E. Stirling

Coach education is the key to improved coaching. In order for coach education initiatives to be effective though, the conceptualization of those initiatives must be developed based on empirical learning theory. It is suggested that Kolb’s theory of experiential learning may be an appropriate learning theory to apply to coach education. This paper outlines how Kolb’s theory of experiential learning was used in the development of Canada’s National Coaching Certification Program coach education module entitled “Empower +: Creating Positive and Healthy Sport Experiences.” The module is summarized briefly, and Kolb’s six key tenets of experiential learning are reviewed. Applications of each tenet within the coach education module are highlighted, and recommendations are made for future evaluation and research.

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Kirsty K. Spence, Daniel G. Hess, Mark McDonald and Beth J. Sheehan

As sport management graduates enter into a rapidly shifting industry with fluctuating environmental conditions, the need for greater leadership capacity arises (Amis, Slack, & Hinings, 2004). Sport management educators can facilitate leadership development by designing and administering undergraduate curricula that focuses on students’ vertical development. According to Cook-Greuter (2004), vertical development is defined as “how we change our interpretations of experience and how we transform our views of reality” (p. 276). The purpose of this paper is to outline a curricular framework that may impact students’ vertical development and thus increase future leadership capacity. To fulfill this purpose, the conceptual connection between vertical development, the Leadership Development Framework (LDF), and Experiential Learning (EL) is first explained. The curricular framework is then outlined in the context of a pilot study facilitated within a sport management (leadership) course in January 2008. Suggestions for future empirical projects to measure the impact of EL curricula on students’ vertical development are also offered.

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David A. Pierce and Jeffrey C. Petersen

Experiential learning within sport sales is a growing component of the sport management curriculum. Assessment of student learning outcomes within these experiences is important in quantifying the effectiveness of the learning experience. This study utilized a survey to examine the change in students’ perceptions of sport sales as a result of completing an experiential, client-based sport sales program. The methodology included development and analysis of a survey instrument and application of that survey with enrolled and non-enrolled groups with pre- and post-test experiential learning assessment. Student expectations of a career in sport sales significantly decreased after program completion (t(56) = 2.33, p < .05), while their perception of skill level and preparation for a sport sales employment did not significantly change for the experimental group. These findings relate this learning experience to a realistic job preview for the students, which typically decrease an individual’s expectations toward a particular job (Premack & Wanous, 1985).

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Windy Dees and Todd Hall

Experiential learning (EL) is a pedagogical approach in which students are given the opportunity to apply conceptual knowledge to practical situations (Muir & van der Linden, 2009; Rogers, 1969). Experiential learning opportunities are one way that sport management programs are preparing graduates for employment in the industry. Southall et al. (2003) suggest the creation of a metadiscrete EL model in which sport management programs provide out-of-classroom learning opportunities under the guidance of faculty mentors, which are offered throughout the entire college experience. Grand Slam Marketing (GSM) at Georgia Southern University is a prime example of the metadiscrete EL model prescribed by Southall. GSM is a faculty-guided, student organization at Georgia Southern University (GSU) that is comprised of undergraduate and graduate students from a variety of majors including sport management. A plethora of implications for professors and students can be formulated from evaluating the GSM model and are discussed in the manuscript.

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Gina Pauline and Jeffrey S. Pauline

Sport management programs continue to focus on developing innovative pedagogical strategies to prepare students to enter and successfully navigate the rapidly evolving, highly competitive sport industry. One effective tactic is to integrate experiential learning projects into the classroom. This paper describes a collaborative three-year partnership involving a sport management program, athletic department, and corporate sponsor. The relationship provided scholarships for the program, internship opportunities, research funding, and an experiential learning project. Specifically, the lead author applied the metadiscrete experiential learning model developed by Southall, Nagel, LeGrande, and Han (2003) to a client based sponsorship activation project for an upper-level sport marketing course. The paper offers a blueprint and specific recommendations for faculty who wish to develop a client-based collaborative effort that can provide a hands-on learning experience for students and generate programmatic resources, research possibilities, student scholarships, and funding opportunities for an academic program. Such projects can further prepare students as well as enhance the fit between sport management programs and the sport industry.