Applying Problem based learning in the Sports Science Curriculum

Objectives: The aim of this study was to investigate the effectiveness of problem based learning (PBL) in improving the student learning experience in sports science. PBL is an innovative method of learning within experiential learning that has been used extensively in other disciplines, but its use within sports science is limited. Method: Twenty five undergraduate students (20 male, 5 female) in their second year of study of the BSc (Hons) in Sports Science and Coaching Studies (mean ± SD age: 20.1 ± 4.0 y) were recruited to the study. All students attended the study module entitled ‘Sports Injuries’ that was delivered in a three hour weekly block (one hour lecture, two hours laboratory practical). The PBL intervention lasted 12 weeks. In the classroom, at the end of each lecture, the students watched a video recording of a taping or strapping technique for a specific sports injury and took notes. In the laboratory, students formed small groups of three (one practitioner, one patient, one observer) and performed the taping procedures using their notes, recollection of the video and with minimal guidance from the lecturer. The lecturer only provided feedback upon completion of the procedure. At the end of the study period, students were asked to complete a ten-item questionnaire expressing their views on PBL, its effectiveness, its advantages/disadvantages, its benefits to assessed work, the lack of lecturer involvement and their enjoyment of the module. Results: Students commented that PBL was a ‘fun way to learn’, ‘it gave freedom to interact with peers’, ‘it helped to improve concentration, critical thinking as well as practical skills’. On the other hand, it was suggested that it would be beneficial for some less confident students if the lecturer gave a demonstration of the procedure in the beginning of the practical class. Discussion: Findings showed overwhelming student support of PBL as an alternative method of teaching and learning in sports science. With PBL the lecturer facilitates rather than dictates the learning process which is beneficial for the students’ journey towards independent learning.