Using formative feedback, asynchronous discussion boards and recognition to develop

the creative, confident and inspired learner

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.

1. 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.

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.

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.

98% agreed that the

Physiology Laboratory

Assessment has improved their

understanding of physiological

testing procedures

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(Sample Size 202)