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Learning to be a sport and exercise ‘scientist': evaluations and reflections on laboratory-based learning and assessment

Author(s): James P Morton

Journal: Journal of Hospitality, Leisure, Sports and Tourism Education
ISSN 1473-8376

Volume: 7;
Issue: 2;
Start page: 93;
Date: 2008;
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Keywords: Active learning | Constructive alignment | Critical-thinking | Problem solving

This paper offers a critical and personal review of the theoretical rationale for employing the activity-based laboratory report to assess and enhance student learning within the sport and exercise sciences (SES). With reference to Biggs’ (2003) concept of constructive alignment, it is suggested that the experience of active laboratory research and the written report are fundamental to the training of future sport and exercise scientists. Such activities contain critical aspects of ‘scientific learning’ that should be continually assessed, both formatively and summatively. An activity-based laboratory research project is subsequently described for the Level 2 undergraduate student where student feedback is also presented. It is concluded that the activity-based laboratory report should remain at the forefront of student assessment in all science-related disciplines, and the author urges those institutions involved in teaching SES to ensure that active student laboratory experience and report writing are commonplace.
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