A prominent theme of educational reform involves focusing on developing students’ thinking abilities. This theme is germane to improving the quality of teacher preparation programs in all subject areas including adapted physical education (APE). Perhaps schools of education in general and APE teacher preparation programs in particular can learn from some progressive and prominent medical schools regarding the development of curricula, programs, and experiences to improve quality of personnel. These medical schools have introduced a conceptually significant innovation—the problem-based learning (PBL) curriculum. It is the purpose of this article to introduce the concept of PBL as a potential model for graduate level personnel preparation in APE.
Teaching methods that assist in bridging the gap between theory learned in the classroom and its real-world application are valuable to instructors in postsecondary institutions. Problem-Based Learning (PBL) is one such approach that has been relied upon in business and related disciplines (e
Anna-Liisa Ojala and Holly Thorpe
Action sports (e.g., snowboarding, skateboarding, windsurfing, BMX) have traditionally celebrated antiauthoritarian, do-it-yourself and anticompetition cultural values. With the institutionalization and commercialization of action sports over the past two decades, and the introduction of mega-sports events such as the X Games, and the inclusion of some action sports into the Olympic Games (i.e., snowboarding, freestyle skiing, BMX), action sport athletes are increasingly working with coaches, psychologists, agents, managers and personal trainers to improve their performances. In this Insights paper we consider coaching in action sports via the case of Finnish professional snowboarders’ attitudes to coaches. Drawing upon conversations with elite freestyle snowboarders we briefly present insights into their perceptions of the various positions of coaches in professional snowboarding before we offer suggestions built upon a Problem-based learning approach for coaches interested in working with action sport athletes.
Jeffrey W. Wimer, Christine A. Lauber, and Erika A. Goodwin
Column-editor : Malissa Martin
Andrew P. Driska and Daniel R. Gould
Research has shown that coaches learn through reflective practice (Trudel & Gilbert, 2006), that communities of practice can assist the reflective process (Culver & Trudel, 2008), and that problem-based learning can increase critical thought by coaches (Jones & Turner, 2006). To help coaches develop reflective practice skills in an online course, the authors designed and implemented a novel assignment combining the principles of a community of practice with problem-based learning. Small groups of students were presented with a problem scenario and then met synchronously online using a low bandwidth group chat application (EtherPad) to diagnose the problem, strategize, and outline a solution. Students were able to conduct group meetings with only minor technical diffculties, and their written work demonstrated that a moderate level of refection had occurred. Future assignment redesigns should allow more opportunities for student-instructor interaction to facilitate greater development of student reflective practice skills.
Erika Smith-Goodwin and Jeffrey W. Wimer
Edited by Christine Lauber
Haylee U. Mercado and John Grady
this topic, the “champion” of sustainability on the faculty may become the person teaching the sustainability portion in each class or creating the content across the curriculum. One way to minimize resistance to teaching this topic across courses would be to use the problem-based learning approach as
David J. Collins, Loel Collins, and Tom Willmott
In a recent paper in ISCJ, Ojala and Thorpe offered a culturally based observation that questions the role and application of coaching in action sports. Their critique is focused on the action sport of snowboarding which, despite its’ comparatively recent inclusion in the Olympics, retains a different, almost collaborative rather than competitive culture more akin to other action sports such as skateboarding and surfing. Ojala and Thorpe then present Problem Based Learning (PBL) as the solution to many of these perceived ills, describing the positive characteristics of the approach and promoting its cultural fit with action sport environments and performers. In this paper we offer a different perspective, which questions the veracity of the data presented and the unquestioningly positive view of PBL as the answer. Our alternative, data-driven perspective suggests that action sport athletes are increasingly positive, or even desirous of good coaching, of which PBL is a possible approach; suitable for some athletes some of the time.
John Miller and Todd Seidler
. , Van den Bossche , P. , & Gijbels , D. ( 2003 ). Effects of problem-based learning: A meta-analysis . Learning and Instruction, 13 ( 5 ), 533 – 568 . 10.1016/S0959-4752(02)00025-7 Farmer , K. , Meisel , S.I. , Seltzer , J. , & Kane , K. ( 2013 ). The mock trial: A dynamic exercise for
DIGEST, VOLUME 8, ISSUE 3
.1080/13573322.2020.1782881 The purpose of this study was to explore the application of “Beat the Game” (BtG), a problem-based learning pedagogical approach within a rugby academy, which aimed to develop critical thinking and decision-making rugby players. Typical practices included constrained games, coach questioning, and peer