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Edward Hebert, Ralph Wood, Jayne M. Jenkins, and Charles E. Robison

Internship experiences are currently embedded in a multitude of academic programs to provide students a more seamless transition from university to the professional setting. Research in a variety of academic fields (e.g., business, sport marketing, public health) reveals that internships enhance students’ professional knowledge and skills as well as increase opportunities for employment. Students studying kinesiology intend to enter a variety of professions (e.g., preprofessional, fitness development, physical education teaching), and departments frequently offer students multiple opportunities to engage in field-based learning experiences (FBLEs). As kinesiology programs have evolved to provide several degree programs and grown in the number of students serviced, challenges in managing the internship program have emerged. The purpose of this paper is to share the experiences of three university kinesiology departments in regard to internship management, placement, and site visits.

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K. Andrew R. Richards and Thomas J. Templin

PETE program messages to provide continuity across on-campus and field-based learning experiences ( Clarke, Triggs, & Nielsen, 2014 ; Young & MacPhail, 2015 ). While the literature provides recommendations related to how retention can be enhanced, it should be noted that complete retention within PETE

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Jenn M. Jacobs, K. Andrew R. Richards, Zach Wahl-Alexander, and James D. Ressler

sociopolitics, for example, can be intentionally integrated across a variety of field-based learning experiences through targeted assignments and reflections, such as group discussion and critical incident reflections ( Curtner-Smith & Sofo, 2004 ). Furthermore, several constructivist-oriented pedagogies, such

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K. Andrew R. Richards, Colin G. Pennington, and Oleg A. Sinelnikov

progressive views of teaching ( Chroinin & Coulter, 2012 ) when they observed and implemented high-quality practices at multiple points during PETE ( Xiang, Lowy, & McBride, 2002 ). There is general consensus related to the importance of field-based learning experiences including student teaching ( Curtner