Search Results

You are looking at 1 - 10 of 41 items for :

  • "soft skills" x
  • Refine by Access: All Content x
Clear All
Restricted access

“Core Stability”: Should There Be a Bigger Focus on Foundational Skills in the Kinesiology Curriculum?

Barry Braun, Nancy I. Williams, Carol Ewing Garber, and Matthew Hickey

development of these foundational skills, often referred to, unfortunately, as “softskills, in kinesiology programs may put our graduates at a disadvantage with respect to employability. In the last 50 years, jobs that require “cognitive” skills that depend on content education are expanding, and those

Restricted access

A Delphi Study of Effective Adapted Physical Education Practicum Experiences

Andrea R. Taliaferro and Sean M. Bulger

qualitative cluster analysis on the items and identified the following themes: (a) Program Context (Program Organization, Setting, and Learner Characteristics); (b) Teaching and Learning Activities (Assessment, Planning, Skill-Centered Instruction, and Effective Teaching Practices); (c) Outcomes/Soft Skills

Restricted access

Global Sport Management Learning From Home: Expanding the International Sport Management Experience Through a Collaborative Class Project

Melissa Davies and Tim Ströbel

types of work scenarios they will be faced with upon graduation. By placing students in a position to make real-world decisions via case study projects, they become more prepared to adapt and react more quickly in the sport industry upon graduation. Employers expect certain soft skills from young

Restricted access

Global Engagement in the Kinesiology Classroom Through Virtual Exchange

Pamela Beach, Melanie Perreault, and Leapetswe Malete

openness to trying new activities and foods; knowledge, including awareness and understanding of other cultures and language fluency; and soft skills such as communication and social skills ( Deardorff, 2004 , 2006 ). Study abroad programs have typically been considered the primary source of acquiring

Restricted access

The Fantasy of Learning: Fantasy Football in a Sports Public Relations Course

Chang Wan Woo and Michael K. Davis

Sports-related programs in higher education need to educate students in the professional use of evolving communication technologies. In addition, students need to develop soft skills, such as problem solving and critical thinking, while improving their practical use of technology. The purpose of this article is to introduce the use of fantasy sports in a sports management class, more specifically a sports public relations class, and discuss how students perceived the use of fantasy sports in course assignments. We explain how the use of fantasy sports assignments promoted social constructivist learning of students and helped students develop soft skills. We also identify the pedagogical challenges the fantasy sports assignments presented to students and instructors. We also offer summaries of students’ class reflections to demonstrate how such reflections echoed course learning outcomes.

Full access

The Benefits of Mentoring for Researchers and Sports Scientists—Who Do I Help?

David Pyne

. Aspects of mentoring include teaching of a specific issue or skill, sharing of resources (eg, access to other researchers, students, and laboratory facilities), access to networks (inside and outside of academia and industry), and the so-called soft skills or personal development in areas such as risk

Open access

Combining Research With “Servicing” to Enhance Sport Performance

Shona L. Halson, Alan G. Hahn, and Aaron J. Coutts

, it is important that they select appropriate measurement tools, construct integrated monitoring systems, and develop data-management skills to leverage these emerging opportunities. It is also essential that fundamental coaching and soft skills be retained as the translation of new insights obtained

Restricted access

Aligning the Classroom and the Job Through Team-Based Learning

Emily Dane-Staples

There is a debate on whether educators should focus on helping students to develop soft skills or hard skills; learning by doing offers students an opportunity to develop both ( McCunn, 2020 ). Since 2012, the Sport Management Education Journal has published more than 40 articles on the

Restricted access

Co-Branding Through an International Double Degree Program: A Single Case Study in Sport Management Education

Tim Ströbel, B. David Ridpath, Herbert Woratschek, Norm O’Reilly, Markus Buser, and Michael Pfahl

market? Respondents indicate that specific soft skills are essential to succeed in the job market. Team skills ( M  = 4.68), communication skills ( M  = 4.58), planning and organizational skills ( M  = 4.32), and critical thinking/judgment ( M  = 4.29) as well as structured and goal-oriented working

Restricted access

Transferable Skills: Preparing Sport Management Students for Careers Both Within and Outside the Sports Industry

Jessica R. Braunstein-Minkove, Jaime R. DeLuca, and Sydney C. Baucum

understand the value of soft skills to future employers ( Cimatti, 2016 ) and how to translate those soft skills to disciplines that require hard skills. Taking this into account, it is essential to revisit the modern function of higher education, focusing on broad-based thinking in order to meet both