Academic journal article Research Quarterly for Exercise and Sport

Factors Effecting Student Learning in Traditional, Theory-Based versus Alternative, Pedagogical Content Knowledge-Based Exercise Physiology Courses: An Explanatory Study. (Pedagogy)

Academic journal article Research Quarterly for Exercise and Sport

Factors Effecting Student Learning in Traditional, Theory-Based versus Alternative, Pedagogical Content Knowledge-Based Exercise Physiology Courses: An Explanatory Study. (Pedagogy)

Article excerpt

Exercise physiology is a critical component of the physical education teacher education (PETE) curriculum. The appropriateness of the course content and instructional methods associated with traditional approaches for the delivery of exercise physiology to prospective physical education teachers has been questioned, however (Bulger, Graves, Mohr, & Wiegand, 2000; Barnett & Merriman, 1994; Karper, 1997; Miller & Housner, 1998; Van Donselaar & Leslie, 1990). Bulger et al. (2000) compared the effectiveness of a traditional, theorybased versus an alternative, pedagogical content knowledgebased exercise physiology courses in delivering exercise physiology content knowledge to students. The following groups participated in that study: (a) exercise physiology students enrolled in a traditional exercise physiology course, (b) PETE students enrolled in an alternative exercise physiology course, and (c) PETE students enrolled in an introduction to physical education course. Each participant completed a modified exercis e physiology content knowledge test (Miller & Housner, 1998) during the first and final weeks of the semester. The findings indicated that an alternative course emphasizing pedagogical content knowledge was more effective than a traditional course in delivering exercise physiology content knowledge to PETE students. The purpose of the current study is to extend this line of investigation by explaining the individual and course characteristics that potentially contributed to the previously observed differences in student performance. …

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