Rethinking the First Year of Study: “Perspektiven der Sportwissenschaft” as a Driver of Theory–Practice Integration

Abstract

The question of how to coherently link theoretical knowledge and practical application in undergraduate university teaching remains one of the central challenges in sport science education (e.g., Wendeborn, 2021). Although the relevance of experiential learning formats is widely acknowledged, the structural anchoring of such approaches within curricula and their implementation in large, heterogeneous student cohorts remain unresolved (Reinmann, 2016; Frey et al., 2020).

This presentation addresses the question of how theoretical knowledge and practical application can be coherently linked in undergraduate sport science education with more than 150 students. It introduces the course “Perspektiven der Sportwissenschaft” (PSW), an innovative teaching format developed as part of the ongoing revision of the Bachelor’s programme in Sport Science at the University of Bern. The course aims to systematically integrate theory and practice from the very first year of study, replacing several previous foundation courses. Building on a problem-oriented approach, it combines weekly lectures, individual transfer assignments, and sport-practical as well as methodological sessions that are closely interconnected. Rooted in the framework of contextual teaching and learning (Johnson, 2002), PSW applies principles of challenge- and case-based learning (e.g., Reinmann, 2016) by using authentic, practice-related tasks to promote the understanding of abstract theoretical concepts—such as feedback mechanisms in motor learning or video-based performance analysis (Hossner & Künzell, 2022). The practical components are co-designed and delivered by Master’s students, who receive targeted pedagogical preparation in an accompanying course.

The contribution reports on the course structure, its implementation, and the results of a multi-stage evaluation comprising standardised questionnaires, qualitative online surveys, and a focus group interview. The findings indicate high perceived value and motivational potential, while also revealing areas for improvement—particularly with regard to the provision of content-aligned feedback on weekly assignments. Based on these insights, several concrete revision measures are under consideration, including the introduction of peer-feedback formats, the enhanced involvement of Master’s students in the teaching process, and a more coherent curricular integration of the course components.

References

Frey, P., Pless, A., & Hari, R. (2020). Update Medizinstudium 2020: Bern. Praxis, 109(15), 1187–1193. https://doi.org/10.1024/1661-8157/a003558

Hossner, E.-J., & Künzell, S. (2022). Einführung in die Bewegungswissenschaft. Limpert.

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

Reinmann, G. (2016). Gestaltung akademischer Lehre: Semantische Klärungen und theoretische Impulse zwischen Problem- und Forschungsorientierung. Zeitschrift für Hochschulentwicklung, 11(5), 225–244. https://doi.org/10.21240/zfhe/11-05/13

Wendeborn, T. (2021). Curriculare Gestaltung moderner Studiengänge in der Sportwissenschaft. Zeitschrift für Studium und Lehre in der Sportwissenschaft, 4(1), 4–12.