ENroute Yearbook 2017-18
Social Learning in Sport and Exercise
Tom Johnston, School of Applied Sciences, Fellow
Social learning I believe, is an important
aspect of learning. Working as a group can
achieve a number of pillars of learning set
out by Merriam (2001) or desires of the adult
learner that enhance the student experience.
A number of students I have taught are very
capable however, lack the confidence in an
academic scenario to overcome an obstacle.
Learning and also assessment (formatively or
summatively) in a group can provide a useful
tool to create a structure in order to gain this
confidence (Michealsen and Sweet, 2008).
This tool also allows for the setting of ‘problems’ to be posed which can be applied
to the real world of sport and exercise. Simultaneously, this can achieve one of the
pillars of adult learning set out by UNESCO of achieving personal competence and
independent learning (Merriam, 2001).
I have used groupwork in classes to problem-solve and in assessments. This
structure has elicited some positive feedback both informally and in module
feedback forms in the modules I teach. The final aspect to this well-received
andragogical approach is the incorporation of technology; within the trimester 1
module I teach - Anatomy and Physiology for Sport and Exercise – I use the mobile
apps to provide support to the students in an independent group problem-solving
scenario.
References
Merriam, S. B. (2001) Andragogy and Self-Directed Learning: Pillars of Adult Learning
Theory, New directions for adult and continuing education, no 89, Spring, pp 3–13
Michaelsen, L. K. and Sweet, M. (2008) The Essential Elements of Team-Based
Learning, New directions for teaching and learning, no 116, Winter, pp7–27
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