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dc.contributor.authorBethell, Sally
dc.contributor.authorMorgan, Kevin
dc.date.accessioned2012-02-28T12:16:23Z
dc.date.available2012-02-28T12:16:23Z
dc.date.issued2011
dc.identifier.citationBethell, S & Morgan, K. (2011) 'Problem-based and experiential learning: Engaging students in an undergraduate physical education module', Journal of Hospitality, Leisure, Sport & Tourism Education. 10 (1), pp. 128-134.
dc.identifier.issn1473-8376
dc.identifier.urihttp://hdl.handle.net/10369/3217
dc.description.abstractThe aim of this study was to employ a combined problem-based learning (PBL) and experiential learning theory (ELT) methodology as a means of engaging students on an undergraduate physical education (PE) and sport pedagogy module. Focus groups were conducted to investigate the students’ and tutors’ responses to the teaching approach. The results indicated that the method of teaching was associated with students feeling confident about their critical knowledge and understanding of contemporary issue in PE, their presentation and discussion skills, and a positive engagement with the module. Overall the approach was highly beneficial to the student learning experience.en_GB
dc.publisherProQuesten_GB
dc.relation.ispartofseriesJournal of Hospitality, Leisure, Sport & Tourism Education
dc.subjectproblem based learningen_GB
dc.subjectexperiential learning theoryen_GB
dc.titleProblem-based and experiential learning: Engaging students in an undergraduate physical education moduleen_GB
dc.typeArticleen_GB


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