Using problem-based learning in sports related courses - CiteSeerX

Vol. 5, No. 1. ISSN: 1473-8376 www.hlst.heacademy.ac.uk/johlste

PRACTICE PAPER

Using problem-based learning in sports related courses: An overview of module development and student responses in an undergraduate Sports Studies module Michael J Duncan ([email protected]) and Yahya Al-Nakeeb ([email protected]) Department of Physical Education and Sports Studies, Newman College of Higher Education, Bartley Green, Birmingham, United Kingdom, B32 3NT DOI:10.3794/johlste.51.113  Journal of Hospitality, Leisure, Sport and Tourism Education

Abstract Problem-based learning has been widely used to develop students’ critical thinking, interaction and problem solving skills. However, few authors have documented how problem-based learning has been integrated into undergraduate sports related courses. The aim of this paper is to document the process of developing an undergraduate module in Sports Studies using problem-based learning. An overview of current practice in developing problem-based learning and methods of assessment used will be explored alongside an analysis of students’ response to problem-based learning compared to more traditional undergraduate module delivery. Keywords: constructivism, problem solving, module development, curriculum

Introduction Problem-based learning (PBL) has long been used within the context of medical education as a means to promote problem-solving abilities (Camp, 1996). More recently, there has been an increase in the use of PBL within teaching in higher education in a range of subject areas including engineering, architecture, law, business and management, and social work (Savin-Baden, 2000). A PBL approach has several advantages compared to other teaching methods. This is possibly due to the ability to build on previous knowledge, the immediate application of knowledge to construct solutions to specific problems and to the team based learning environment that facilitates student learning and independent thinking (Camp, 1996). PBL is also consistent with current philosophical views on student learning in Michael Duncan is a Senior Lecturer at Newman College of H.E. He teaches Sports Studies on the BSc Single Honours, BA/BSc Joint Honours and BEd Initial Teacher Training courses at Newman College. Yahya Al-Nakeeb is a Professor of Sports Studies at Newman College of H.E., is Head of the Department of Physical Education and Sports Studies and is also the College’s Director of Research.

Duncan, M and Al-Nakeeb (2006) Using problem-based learning in sports related courses: an overview of module development and student responses in an undergraduate Sports Studies module higher education and, in particular, constructivism (Norman and Schmidt, 1992; Savery and Duffy, 1995; Savin-Baden and Howell-Major, 2004). Constructivism is a philosophy of learning founded on the premise that by reflecting on our own understanding, an individual constructs their own understanding of a particular concept or issue (Biggs, 1999; Savin-Baden and Howell-Major, 2004). Constructivism posits that: understanding comes from interactions with the environment, cognitive conflict stimulates learning, and knowledge is developed when students negotiate particular situations and evaluate individual understanding (Cooper, 1993; Savin-Baden and Howell-Major, 2004). Courses employing a PBL approach enable students to construct knowledge based on their prior understanding and enable them to make comparisons with their peers’ knowledge, refining their understanding as they gain experience in dealing with the problems they confront (Camp, 1996). PBL curricula should include problem scenarios as a central component of each module, with seminars, lectures or laboratory practical sessions feeding into the module(s) to allow students to construct their own knowledge and understanding of a particular problem (Savin-Baden and Howell-Major, 2004). This in turn can allow development of a deep approach to learning (Biggs, 1999), greater criticality and thinking skills in students who participate in this type of learning. This is because students are not expected to acquire a predetermined ‘right answer’. Instead they are expected to engage with a complex situation, decide what information they require, what skills they need to gain and put these into practice to manage a situation or series of situations (Macdonald and Savin-Baden, 2003).

What is problem-based learning? PBL is a learning environment that embodies most of the principles that improve learning: active, cooperating, getting prompt feedback, tailored to student's learning preference, with student empowerment and accountability. PBL encourages the students to learn the fundamental principles of the subject in the context of needing it to solve a problem. Hence, the subject knowledge is learned in formats different from those found in traditional subject-based formats. PBL offers an opportunity to practice, use, and even develop such key skills as problem solving, interpersonal, group and team skills, and the ability to cope with change. In the context of sport and exercise science, it appears that there has been limited investigation of the impact of PBL on students’ learning experience. Furthermore, there is scant research examining how the implementation of a PBL approach can influence students ‘lived experience’ (i.e. their experience of learning using PBL) of the curriculum, and while there is an expectation that PBL can make a difference in students’ learning, the reality of these expected differences has not yet been fully articulated (Savin-Baden, 2000; Savin-Baden and Howell-Major, 2004). Given that the majority of literature on this method has focused on practical application and outcomes, rather than the process of constructing and running modules/programmes that employ PBL, or the students’ experiences and perceptions of this as a learning method (Savin-Baden, 2000; Savin-Baden and Howell-Major, 2004), it may be of interest to practitioners to investigate the process of integrating PBL into teaching within Sports Studies, and examining how this impacts on students’ learning experience. Therefore, the aim of this paper is to outline the development of a PBL module in a Sports Studies undergraduate degree course and to report students’ perceptions and experience of this module.

Rationale for using problem-based learning The rationale for using PBL is to encourage students to take responsibility for their own learning by providing a problem that needs solving. Unlike traditional information driven curricula, PBL begins with a problem, often based on real facts or simulation of a real situation, and requires students to work alone and in groups to find solutions. The information, resources and skills developed come directly from the requirements and specifications of the problem. The advantage is that real problems do not have simple solutions, and require comparison and analysis of resources, strategies and costs. As such, PBL affords the possibility that the learner develops skills of retrieval, selection and discrimination, and applies these in a holistic way. In other words, students are elevated to the position of analyst and problem solver with a specific remit and deadlines to meet.

Journal of Hospitality, Leisure, Sport and Tourism Education 5(1), 5-57.

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Duncan, M and Al-Nakeeb (2006) Using problem-based learning in sports related courses: an overview of module development and student responses in an undergraduate Sports Studies module Currently, PBL is the accepted form of learning in client and consumer driven disciplines such as engineering, architecture, medicine, and art and design, because it mirrors the real problems that practitioners in these professions face. It is not known why PBL has not been widely used within sport and exercise science, although this fundamental premise applies to a range of domains within sport and exercise science, particularly those involving the application of science to athletic performance, the exercise experiences of individuals and the creation of exercise related intervention programmes.

Development of a Sports Studies module using problem-based learning The impact of PBL on students’ learning experience was examined using a single module approach (Savin-Baden, 2003) on a third year module titled ‘Physiology and Performance Enhancement’ within the institution’s BSc Sports Studies course. The module was designed using the McMaster model (Savin-Baden, 2003) where the students engage with one problem at a time and meet two or three times with the tutor over the course of each topic (Savin-Baden, 2003). Congruent with guidelines suggested by Savin-Baden (2003), the module was designed so that particular problem scenarios from exercise physiology/sports science became the central component of the module. Lectures, seminars and laboratory practical sessions were designed to feed into the problem scenarios at an appropriate time. As a result, the order of presentation of laboratory sessions, seminars and lectures had to be flexible to allow the tutor to introduce these to the students at a suitable time. This is in contrast to the delivery of central components of subject-based knowledge in a set order as is the case in most traditional undergraduate modes of delivery (Savin-Baden, 2003). The module was designed to highlight a series of problems for the students to resolve with a particular focus on competencies and issues related to physiological testing and physiological support for specific groups. A wide variety of problems have been used within PBL delivery, but these have not tended to be based within the sports domain, and limited attention has been given to design of problems for PBL (Savin-Baden and Howell-Major, 2004). This potentially made the development of problem scenarios for this module problematic. However, Schmidt and Moust (2002) outlined a taxonomy of problems that are used within PBL. These involve four types of knowledge: explanatory knowledge, descriptive knowledge, procedural knowledge and personal knowledge (see Schmidt and Moust, 2002, for a review). Schmidt and Moust (2002) also advocate that final year PBL should involve different types of knowledge within each problem. Consequently, the development of problems for this module sought to combine different types of knowledge within each scenario. The specific problem scenarios within the final module centred around four main themes relevant to exercise physiology: • Assessment of lactate threshold and maximal aerobic power • Development and prescription of effective training programmes • Assessment and use of measures of neuromuscular function • Environmental physiology, with specific reference to cold exposure An outline of the problem scenarios used with the types of knowledge developed for this module is presented in Table 1 below. Once the module commenced, students were presented with a particular problem scenario. They were then left to investigate the problem, in groups of six, for the first session of each topic. During this period, the tutor was available as a resource (providing laboratory time and equipment) in accordance with suggestions made by Savin-Baden and Howell-Major (2004). This initial period typically involved a number of skills including literature searching, computer/internet use, discussion among group members, formulation of investigative strategies and working with particular pieces of scientific equipment. Seminars, workshop sessions and laboratory practical sessions were then set up depending on how or what the students wanted to pursue in their acquisition of information and development of a critical independent stance. The final session in each problem scenario comprised Journal of Hospitality, Leisure, Sport and Tourism Education 5(1), 5-57.

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Duncan, M and Al-Nakeeb (2006) Using problem-based learning in sports related courses: an overview of module development and student responses in an undergraduate Sports Studies module student solutions to the problem scenarios and an overview of relevant theory associated with the topic (provided by the tutor). Example Problem

Example Question

Type of knowledge

Type of Problem

Concepts/Competencies Expected to Engage With

An elite sprinter has been strength training for the last 6 months using a programme prescribed by his local health club. The programme involves 3 sets of 10 reps of 10 major muscle group exercises at a ‘comfortable’ intensity yet, the athlete has seen little improvement in performance.

Why was this programme prescribed, explain why little improvement has been made and if you were this athlete’s physiologist what would you prescribe?

Explanatory

Explanation

Exercise Prescription for Performance and Health

Descriptive

Fact Finding Strategy

An elite cyclist informs you that his lactate threshold is at 139bpm. He has been training for 6 months at his LT and seen little improvement in his performance. When questioned he reports that he did a test on a bike where HR was measured every 200m. Every 200m he was asked to go faster and when he could not keep cycling the results were plotted on a graph and he was given his LT value.

What test has the cyclist done, is it useful and accurate, why has there been no improvement in performance, what would you do now to improve the athletes LT and their performance?

The National Coast Guard are conducting a project on emergency cold water submersion and have suggested to the Government that a response time of 5 minutes is satisfactory response time to ensure no loss of life due to reduced mechanical or physiological function in the water.

If you were working on this project what would you suggest is the cut off for decreases in mechanical or physiological function following accidental or emergency cold water immersion. How could you demonstrate this in a safe environment and what should you suggest to the Government?

Explanatory

Explanation

Thermoregulation

Descriptive


Physiological Response to Cold Exposure

Moral Dilemma

Assessment of the Environment on Physiological Function

A leading high performance strength and conditioning coach has suggested that performing a Lat Pull Down with a narrow grip works the Latissimus Dorsi more effectively than with a wide grip and is now advocating this for all athletes in the GB swimming team.

What basis does the coach have to claim this, how can you prove if this is an accurate claim and are his suggestion for using this exercise appropriate?

Explanatory

Explanation

Descriptive


Principles of Training

Procedural Perception of Effort/RPE Periodisation Sport Specific Monitoring and Assessment Explanatory

Explanation

Lactate Threshold

Descriptive


Heart Rate Deflection Point/Conconi Test

Procedural Assessment of Oxygen Uptake in the Lab and the Field Exercise Prescription for Cycling Performance

Procedural Personal

Assessment of Mechanical Function Following Cold Exposure of Different Durations

Procedural

Assessment of Muscular Activation Methodological using EMG

Issues

Exercise Prescription for Performance

Table 1

Assessment of problem-based learning As the use of PBL has become more widespread in higher education, the variety of assessment modes has also diversified. The range of assessment modes used in PBL courses includes: examinations, reports, individual and group presentations, case studies, tripartite assessment, and self-assessment (see Macdonald and Savin-Baden, 2003, for a comprehensive overview). Macdonald and Savin-Baden (2003) also noted that there are many ways of implementing PBL but the underlying philosophy is associated with a more student centred approach. They also recommended a number of guidelines for assessment in PBL including: • assessment should be based in a practice context


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Duncan, M and Al-Nakeeb (2006) Using problem-based learning in sports related courses: an overview of module development and student responses in an undergraduate Sports Studies module • it should assess some process based activity • students should experience working with clients, peers, or people they may experience in a professional capacity • there should be alignment between objectives, learning outcomes and teaching methods. Macdonald and Savin-Baden (2003) further add that assessment in PBL primarily needs to focus on how students integrate the whole learning process as distinct from what has actually been learned. Normally, student learning is significantly influenced by the assessment methods used, but if assessment methods rely entirely on recalling facts then PBL is unlikely to succeed in the curriculum. As a result, the assessment tasks developed for this module attempted to adopt these guidelines. Two forms of assessment were utilised within the module: a written report and an examination. Both written reports and examinations have been previously used to assess students on PBL courses and written reports, in particular, have been cited as developing important practical skills, especially when a small word count is used, as it promotes succinct, critical pieces of work (Macdonald and SavinBaden, 2003). The requirement for students to produce a 2000 word report on one of the scenarios presented to them within the module meant that they had to engage with and provide a practically based solution to the problem, in a concise and critical way. This adhered to the guidelines proposed above as: • the assessment was based in a practice context i.e. what they did to solve the problem • it assessed process based activity i.e. how they used particular protocols, equipment and the procedures they employed • it ensured working with clients and peers – it necessitated performing in a scientific support context with real individuals – and the objectives, learning outcomes and teaching methods were aligned accordingly. Marking criteria were presented to the students at the beginning of the module and, in alignment with the suggestions of previous authors (Savin-Baden and Howell-Major, 2004; Savin-Baden, 2003), the report did not simply assess the students’ ability to provide knowledge, but rather assessed the students’ acquisition of practical skills, their ability to use or engage with particular equipment and techniques, the collection of practical information and data from client groups, and their ability to evaluate the way in which they came to their solution. In regard to the examination component of the module, this was designed with reference to examination procedures previously used successfully within PBL (see Macdonald and Savin-Baden (2003) for a review). The examination questions involved a series of problem-based scenarios that were anchored to the main themes of the module. This required students to reapply concepts, arguments and theory that had been previously used, to solve the in-class problems in the module. This sought to examine the students’ application of knowledge to real life situations alongside their ability to evaluate and select information, and demonstrate competence in the scientific reasoning behind their solution to each problem scenario question.

Students’ perceptions and experience of problem-based learning In order to examine the students’ experience of the module, focus group interviews were conducted in groups of six students at the end of the module. Focus group interviews were chosen as they provide a more naturalistic data collection method compared to interviews or questionnaires (Wilkinson, 2004). They also allow respondents to build upon the responses of other group members and the relatively free flow of talk can provide an excellent opportunity for hearing the language and experiences of the respondents (Wilkinson, 2004). The students taking this module were also asked to complete a short questionnaire as part of the end of module review. This was also used to gauge the students’ experience of PBL.


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Duncan, M and Al-Nakeeb (2006) Using problem-based learning in sports related courses: an overview of module development and student responses in an undergraduate Sports Studies module The results from the focus group interviews and end of module questionnaires were analysed using thematic content analysis (Wilkinson, 2004). This revealed a number of themes within the student experience of PBL. These included the delivery of the module sessions, module content, skill development and module timing. It was quite clear that the students who had taken this module had not experienced the type of delivery involved with PBL previously but although many found this a challenge to begin with, the delivery of the module was perceived to be more enjoyable and effective. The students noted that the delivery seemed more relaxed, or casual, compared to traditionally delivered modules. They felt that this allowed them more autonomy to explore problems in the way they wanted to. The students also preferred to have a specific problem to deal with first, rather than being given a lecture or workshop before they went away to work on associated tasks. It was clear from a number of student comments that simply presenting a problem and asking them to work through it can provide a stimulus for greater independent thought. For example, Student A noted: “When you actually see it [the problem] and have to do it first and then have theory it gives you a better understanding of the theory. Initially I didn’t always know exactly what was happening [when the problem was presented] but then when you go away and think about it, it becomes easier to understand what we have done and what has happened rather than being told.” Likewise Student B stated: “…there was a greater understanding from doing the problem first without input, I understand more instead of just speaking about it or being told about it in a lecture.” Furthermore, the delivery of a problem-based scenario first followed by theoretical input appeared to be an attractive option for developing students’ critical thinking skills. Student C commented: “I think often when you are told about the way something should happen first, I don’t know how this sounds but you kind of switch off, you switch off to it because you are not particularly interested because you have the theory and think well we’ll do the practical later. When you do the problem first without really knowing what it is about, you are more interested and you think to yourself why, why is that happening? You think about why certain things might be happening in terms of testing procedures or why certain things are happening to the body and how to provide a solution, you have to think more creatively and then when you have your solution the next week or session you get the explanation from theory of why those things were happening as opposed to being told.” This theme was also highlighted in the end of module questionnaires with a number of students reporting that the approach made them ‘more engaged’, more ‘inquisitive’, and that there was less guidance from the tutors compared to other modules, but ‘more freedom to play to our strengths and think about issues’. In regard to module content and skill development, the students also reported that the content was stimulating and allowed them to develop particular skills that might be useful in later employment. For example, Student C noted: “I think because we specifically chose this module because it was what we wanted to do we felt the problems were more tailored to us, obviously. Because it was more hands on, it was something really interesting and the way it was taught just meant that we actually saw it happening and did it as opposed to just talking it through and saying this is why this happens we actually got to experience it for ourselves. It was a practical thing as well; if any of us ever wanted to go into sports related jobs later we could use those. It was far more useful to us.” Similarly Student B commented: Journal of Hospitality, Leisure, Sport and Tourism Education 5(1), 5-57.

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Duncan, M and Al-Nakeeb (2006) Using problem-based learning in sports related courses: an overview of module development and student responses in an undergraduate Sports Studies module “It helps your understanding when you have to think about the testing, think around the testing to work out why it tests a particular thing, you can see that you would have to do this type of thing in a job, you know like a sports scientist, decide what you will use when and why and whether things are suitable for that particular group.” This was also supported by student D who noted: “…it was much better as we got to do the things rather than just having a lecture about it or maybe a demonstration. Everyone was involved practically, you had to talk things through with everyone more, weigh up pros and cons and decide what to do, but then we couldn’t always agree so you had to debate it [the solution], we really had to evaluate what we would do if we were in that type of situation in a job or something.” Overall, the student experience of this PBL module was positive and no student made negative comments about the module delivery or content. The use of PBL in this sense would certainly seem to be useful and advantageous in developing independent and creative thinking, providing practical skills that would be useful in other areas (e.g. employment), and also stimulating the students who are involved. However, the results from the focus group interviews did provide some insight into barriers to learning within the module. The module was delivered over one term (approximately ten teaching weeks) and this appeared to be a particular barrier within the module. This particular issue was raised by a number of students. For example, Student C stated: “I think with the timescale it feels a little rushed and a longer module would have allowed us get to grips with the real problems in an area, you know, in greater depth.” This was also supported by Student B who commented: “At times you wanted to go further with particular problems or solutions but I didn’t feel we had the time to do that, I guess it’s hard though as you could go on deciding how to solve some of the problems for ages.” This theme was also highlighted within the end of module questionnaires with a number of students reporting that the module felt ‘squeezed’ or ‘too short’, and they would have liked more time to get to grips with the problems that were presented. This point may be an important consideration for future practice within PBL. This particular module was the first module the students had undertaken that used PBL. It may be that on first presentation of PBL, particularly where the initial onus is on the student to investigate an issue, greater time is needed to allow fuller development of strategies to engage with problems effectively.

Advantages and disadvantages of problem-based learning Based on this study, the advantages of PBL could be summarised by the following: • it fosters active learning, improved understanding and development of lifelong learning skills • it allows students to develop generic skills and attitudes relevant to their future practice • it facilitates an integrated core curriculum • it motivates students, as the process requires all students to be engaged in the learning process

Disadvantages of problem-based learning These could be summarised: • PBL can be frustrating for tutors who enjoy passing on their own knowledge and understanding rather than facilitating a more independent, student centred approach


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Duncan, M and Al-Nakeeb (2006) Using problem-based learning in sports related courses: an overview of module development and student responses in an undergraduate Sports Studies module • students may be unsure how much self directed study to do and what information to collect and use

Concluding thoughts The spirit of PBL was well summed up by Savin-Baden (2000) who reported that: It is an approach to learning that is characterised by flexibility and diversity in the sense that it can be implemented in a variety of ways in and across different subjects and disciplines in diverse contexts. As such it can therefore look very different to different people at different times depending on the staff and students involved in the programmes utilising it. However, what will be similar will be the locus of learning around problem scenarios rather than discrete subjects. In this specific instance, the use of a PBL approach appears to offer advantages in terms of student enjoyment, engagement and development of criticality compared to traditional lecture-led delivery in Sports Studies. However, care may need to be taken in terms of timescale for delivery, particularly with groups who have no experience of PBL. Future work examining the lived experience of PBL within Sports Studies is needed to really identify key elements that could be used to structure future curricula.

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