2. Teaching and Assessment Methods

1. Using formative feedback, asynchronous discussion boards and recognition to develop the creative, confident and inspired learner Kelly Goodwin School of Services Management BSc (hons) Sports Development and Coaching Sciences (SDCS), Sports Psychology and Coaching Sciences (SPCS) The practically based second year unit, ‘Exercise Physiology’ lends itself very well to a student centred approach to learning encouraging creativity and innovation, developing academic and personal confidence, the ability to communicate effectively, to plan and work as part of a team. • The context • The discipline of Exercise Physiology is a subject • that many students find particularly challenging, • especially those who gain entry into University via • non traditional routes. The challenge for the • educator is to motivate students to want to learn, • to prepare them adequately for examination and • for the learning experience to be one which • fosters creativity, autonomy and the desire to • excel academically. The practical nature of the • unit requires an understanding of experimental • design and the ability to perform laboratory • based physiological assessment of human • performance in line with BASES requirements. 2. Teaching and Assessment Methods Constructive Alignment: Everything in the curriculum – the learning outcomes, the learning and teaching methods – should follow on one from another and be seamlessly, demonstrably interrelated (Rust et al 2005). 1 hour lecture weekly: Academic Theory. 2 hour fortnightly Laboratory Based Workshop: Physiological assessment protocols, experimental design including gas analysis. 5 In-class Tests: Consolidating knowledge in preparation for examination. 2 Asynchronous Discussion Boards (OLC): Based on the assignment. Assessed Physiology Workshop: Students design a 2 hour laboratory practical which they run with the remaining students in their seminar group acting as the participants. Freedom is given to the student to be innovative within the constraints of health and safety and ethics. Group Work: Assessed laboratory, final written report , asynchronous discussion boards. Peer Assessment: Practical workshop and final report overall mark. + or - system Recognition: Programme Vs Programme, Seminar Group Vs Seminar Group. Recognition for students scoring 80% and above after each test, prize for those scoring 100%. The unit is sponsored by Esporta who provide a prize of free entry to the seminar group with the highest overall average. 3. Student Feedback In-class tests: enables identification of students who are struggling early in the academic year. Asynchronous Discussion Boards: feedback during conferencing activities assists experimental design and provides insight regarding group contribution and cohesion. Archived contributions assist peer assessment. Proposed methodological design: students are required to submit for ethical approval their laboratory design. 97%felt that student centred assessment had improved their confidence within a laboratory setting 92%agreed that the inclusion of OLC made them tackle their assignment earlier that they would have done if there had been no online task 77%felt that OLC assisted the process of group work 95% of the students felt that the inclusion of Peer Assessment was valid and needed 98%agreed that the inclusion of the in-class tests have helped them to get to grips with the various physiological concepts and terminology 99%agreed that the positive feedback received when they did well within the in-class tests motivated them to do better 99% of the students agreed that by being recognised for their achievements they wanted to do better academically and to engage in the tasks assigned 98% agreed that the Physiology Laboratory Assessment has improved their understanding of physiological testing procedures (Sample Size 202)