Problem -Based Inquiry in Recreationand Sport Management Curricula
Journal Title: Choregia - Year 2007, Vol 3, Issue 2
Abstract
Today, a great percentage of college professors design courses around lecturing; these courses are usually contentdriven, emphasizing abstract concepts over concrete examples and applications (Duch, Groh, and Allen, 2001). This approach to teaching is no longer sufficient to develop the skills and abilities college graduates need to possess today in the workforce. The reason is simple: lectures fail to cultivate higher cognitive levels of understanding. Lecturing has survived as the traditional information delivery system in classroom not because of its documented success, but because professors are familiar with this teaching approach (this is how they learned). It is relatively easy to construct, but does little to foster the development of process skills to complement content knowledge. In addition, assessment techniques used in the classroom, like quizzes, mid term and final exams, lead students to a dry memorization of facts, with minimum or no effort to challenge their higher cognitive levels of understanding, and critically think and resolve problems with an increased level of complexity. This approach to learning reinforces false student attitudes regarding learning; for them the sole responsibility for creating a learning environment lies with the instructor, who is responsible of delivering content, provide the information needed, lead the learning process, be a great story teller, and eventually assume a role that resembles that of an entertainer. As a result of this perception, students see themselves as a passive receiver of information; their only responsibility is how to excel in midterm and finals. John Dewey observed that «true learning is based on discovery guided by mentoring rather the transmission of knowledge» (Boyer, 1998, p. 15). There are teaching practices that do foster skill development without forsaking content. Problem-based learning is one of these powerful learning processes, because it uses real world problems to help students identify and apply research concepts and information, work collaboratively, and communicate effectively; In addition, it is a teaching strategy that promotes life-long habit of learning.
Authors and Affiliations
Athanassios Strigas| Assistant Professor in Recreation & Sport Management, Indiana State University
Keywords
Related Articles
- EP ID EP12543
- DOI http:dx.doi.org/10.4127/ch.2007.3.2.57-62
- Views 365
- Downloads 25
Gender Distribution among Administrative Positions in Ondo and Osun States Sports Councils
This study investigated possible discrimination against female occupying higher administrative positions in two state sports councils. The study specifically identified the ratio of men to women in decision making, whe...
The Influence of the Paralympic Sponsorship on Consumers' Purchase Intention: The Mediating Role of Corporate Image
The purpose of the current study was to investigate the influence of Paralympic sponsorship on corporate image and consumer purchase intension, and the mediating role of corporate image between sponsorship and purchase...
Negotiating Gender in Professional Soccer: An Analysis of Female Footballers in the United States
Youth soccer is thriving in the United States but the country's professional soccer leagues over the past couple decades have had mixed results in terms of commercial viability with some leagues surviving (e.g., MLS) an...
Sports for All Programs of Elderly Women
Exploring Motivations of 2014 Sochi Paralympic Winter Games Volunteers
The purpose of this case study of volunteers at the 2014 Sochi Paralympic Winter Games was to explore their motivations utilizing Bang and Ross’s (2009) seven factors of volunteer motivation. Interviews were conducted...