Symposium 2.5 - V1: Competency-based learning in Swiss Sport Science: Contextual Approaches / V2: From Theory to Practice: Contextual Approaches in Swiss Sport Science Studies

Abstract

In higher education, one of the key principles for learning is the use of concrete examples (e.g., Weinstein et al., 2019), which is situated within the framework of contextual teaching and learning (Johnson, 2002). In short, contextual learning emphasizes linking academic content to real-world contexts to enhance, among others, motivation and knowledge transfer through authentic, practice-oriented tasks (e.g., Nugent et al., 2019). Several problem-oriented approaches, including challenge-based and case-based learning, have been suggested as possible teaching strategies (e.g., Reinmann, 2016). Such pedagogical approaches are of particular relevance in sport science, as they address the long-standing challenge of integrating practical and methodological components into theoretical courses, thus supporting competency-based learning. In this symposium, we will elaborate on this aspect by presenting selected teaching cases from two different universities to stimulate discussion within the community, particularly in light of the ongoing revision of the Kerncurriculum Sportwissenschaft Schweiz.

References

Johnson, E. B. (2002). Contextual teaching and learning: What it is and why it's here to stay. Corwin Press.

Nugent, A., Lodge, J. M., Carroll, A., Bagraith, R., MacMahon, S., Matthews, K., & Sah, P. (2019). Higher education learning framework: An evidence informed model for university learning. The University of Queensland.

Reinmann, G. (2016). Gestaltung akademischer Lehre: Semantische Klärungen und theoretische Impulse zwischen Problem- und Forschungsorientierung. Zeitschrift für Hoch-schulentwicklung,11, 225-244.

Weinstein, Y., Sumeracki, M., & Caviglioli, O. (2018). Understanding how we learn: A visual guide. Routledge.