Student learning outcomes (SLOs) are one of the fundamental tools used to assess, improve, and guide educators in a particular field ( Frye, 1999 ; Mahajan & Singh, 2017 ). Most regional accrediting bodies, as well as most program-specific accreditors, require the inclusion of such outcomes. If
Measuring the Yard Lines: A Discussion on Student Learning Outcomes and Assessment in Sport Management
Work-Integrated Learning in the Development of a Kinesiology Degree
Kyle Guay and Carey L. Simpson
The curriculum within a kinesiology degree in Canada and the United States is guided by core competencies and learning outcomes suggested through the professional organizations that regulate kinesiologists in their respective countries. These associations allow for autonomy in the development of
Sport Management Education: Accreditation, Accountability, and Direct Learning Outcome Assessments
Athena Yiamouyiannis, Glenna G. Bower, Joanne Williams, Dina Gentile, and Heather Alderman
Accreditation and accountability in sport management education are necessary to ensure academic rigor and can serve as vehicles by which sport management educators examine and enhance the academic quality of their programs. This paper addresses this topic first with a discussion of the need for accreditation and a review of the accrediting agencies and other entities involved (CHEA, USDE, regional and specialized accrediting agencies, and state involvement). Next is a brief overview of COSMA’s accreditation process, and then a focus on direct learning outcomes and assessment tools. Becoming more familiar with the value and purpose of accreditation in general, as well as the specifics of the COSMA accreditation process as it relates to the common professional components (CPCs) and direct learning outcome assessments, can help with obtaining faculty commitment to the accreditation process and with continued enhancement of the academic quality of sport management programs.
Assessment of Student Learning Outcomes: The Role of the Internship Portfolio in Sport Management Assessment
Jo Williams and Colleen Colles
Increased accountability has led institutions of higher education to search for assessment tools that provide documentation on the achievement of specific learning outcomes. Portfolio assessment has become commonplace among many disciplines but limited work has been presented within sport management. The purpose of this research is to present an adaptable portfolio assessment framework that will allow faculty to assess student learning outcomes using the internship portfolio. Student achievement is assessed in relation to the development of broad-based skills and the application of curriculum content standards. Over 500 entries from 35 portfolios were analyzed via scoring rubrics. Data collected indicated that with appropriate support, the portfolio framework could be used to assess individual student achievement within the desired areas. A positive relationship between portfolio scores and major GPA was found; however, no significant differences in portfolio scores were identified based on job descriptions.
Examining the Interrelations among Knowledge, Interests, and Learning Strategies
Bo Shen and Ang Chen
Guided by the Model of Domain Learning (MDL), the study was designed to explore the extent of interrelations among prior knowledge, learning strategies, interests, physical engagement, and learning outcomes in a sixth-grade (N = 91) volleyball unit. Pearson product-moment correlations and a path analysis were conducted for the research purpose. The results showed that students’ prior knowledge, learning strategies, and interests were interrelated. Physical engagement and learning outcomes were directly influenced by the interactions among prior knowledge, interests, and learning strategies. The findings in the study support that learning in physical education is domain-specific and a progressive process that encompasses both cognitive and affective components.
Creating Interinstitutional Collaboration to Enhance Student Learning Outcomes and Potential Kinesiology Professionalization
Lara M. Duke and Cindy K. Piletic
This paper explores the use of collaboration theory and the consensus building framework to develop institutional strategic alliances at two North American postsecondary institutions. Collaboration between institutional and/or external partners offers rich opportunities to develop creative programming that provides students with opportunities for service learning situated in a well-planned curriculum. The collaboration development capitalizes on mutually beneficial outcomes for all partners and affords more informed decision making and impact than if partners were working individually. This paper highlights two successful partnerships and outlines the future direction of those collaborative alliances.
Game Performance and Understanding Within a Hybrid Sport Education Season
Cláudio Filipe Farias, Isabel Ribeiro Mesquita, and Peter A. Hastie
The impact of a hybrid Sport Education-Invasion Games Competence Model (IGCM) unit of instruction on students’ game performance and game understanding in soccer was examined in this study. Pre- and posttest measures were collected from one fifth grade class of students (n = 24, mean age 10.3) residing in Portugal during a 17-lesson unit of instruction (season). Students’ game performance during multiple 10-min long matches was assessed using the coding instrument of Blomqvist, Vänttinen, and Luhtanen (2005). An author developed game understanding test was used to assess knowledge on decision making and skill execution. Performance differences between males and females were examined using the Mann-Whitney test and student improvement pre- to poststudy was examined using the Wilcoxon test. The combined application of Sport Education (authentic learning environment) and the IGCM (with learning tasks focused on the specific tactical-content and skills of soccer) promoted improvements in students’ game performance and understanding, and increments on the correlations between both constructs.
Backwards Design and Program Level Approaches to Coach Development in Higher Education
Eric M. Martin, Scott J. Moorcroft, and Tyler G. Johnson
requiring full-time study. The current article aims to (a) introduce readers to the process of creating a sport coaching certificate program and (b) highlight strategies to ensure alignment between program and course learning outcomes. However, prior to a summary of the certificate creation process, a brief
The American Kinesiology Association Core Content for Kinesiology Programs: From Concept to Curriculum
Wojtek Chodzko-Zajko, Erica M. Taylor, and T. Gilmour Reeve
, the AKA continued to promote the concept of a core content for kinesiology. The core content has been adopted by academic departments, and expected student learning outcomes have been developed to allow for assessment of core knowledge development among our undergraduate students. This article
Implementation and Evaluation of Mock Trial Within Undergraduate Sport Law Curriculum
Makena R. Lynch, Leeann M. Lower-Hoppe, Shea M. Brgoch, James O. Evans, Richard L. Bailey, Mark Beattie, Moetiz Samad, and Ashley Ryder
) application of students’ prior knowledge and experience, (c) ongoing reflection, (d) intentional design and facilitation, and (e) assessment of learning outcomes. While Bell ( 1993 ) recognized that experiential learning was often “group-based” and a “social experience” (p. 19), many scholars have emphasized the