Profiling sports therapy students' preferred learning styles within a clinical education context

The aim of this study was to report the learning style preferences of final year Sports Therapy students within the context of clinical education, with a further specific focus on differences between male and female learning styles. A total of n = 32 BSc. (Hons) Sports Therapy degree students ( xÃâ...

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Autores principales:	Christopher Holland, Claire D Mills
Formato:	article
Lenguaje:	EN
Publicado:	Association for Learning Development in Higher Education (ALDinHE) 2015
Materias:	Learning styles Kolb undergraduate Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/3993411dcdb54de481b0479ab1fa225d
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spelling	oai:doaj.org-article:3993411dcdb54de481b0479ab1fa225d2021-11-29T14:03:27ZProfiling sports therapy students' preferred learning styles within a clinical education context10.47408/jldhe.v0i9.2641759-667Xhttps://doaj.org/article/3993411dcdb54de481b0479ab1fa225d2015-08-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/264https://doaj.org/toc/1759-667XThe aim of this study was to report the learning style preferences of final year Sports Therapy students within the context of clinical education, with a further specific focus on differences between male and female learning styles. A total of n = 32 BSc. (Hons) Sports Therapy degree students ( xÃâ ÃÂ±ÃÂ s; age = 21.8 ÃÂ±ÃÂ 4.8 years, male:female = 14:18) were recruited from the University of Gloucestershire whilst completing a 24 week clinical practice module. Data collection involved the Kolb learning style inventory (version 3.1) being administered to all participants with reference to their clinical practice experience. Data analysis, involving mean scores for these learning style orientations, were then used to determine the group preference for abstractness over concreteness (AC-CE) and action over reflection (AE-RO). Group analysis revealed a preference for the converging learning style (AC-CE = 5.3, AE-RO = 5.2) and was in contrast to the favoured individual learning styles of Accommodator (34%) and Diverger (31%). These individual findings are consistent with Kolb & KolbÃ¢â¬â¢s (2005) belief that individuals involved in human-related professions are person orientated and likely to adopt concrete learning styles. Gender comparison revealed a statistically significant difference between the AC-CE scores (P = 0.03), possibly leading to the assumption that male Sports Therapy students have a predilection for more abstract modes of experiential learning (8.6), whereas females have a slight preference for more concrete means (2.7), suggesting a more balanced learning style. The findings of this study indicate that learning activities could be tailored in order to optimise potential learning within a clinical Sports Therapy context.Christopher HollandClaire D MillsAssociation for Learning Development in Higher Education (ALDinHE)articleLearning stylesKolbundergraduateTheory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education, Iss 9 (2015)
institution	DOAJ
collection	DOAJ
language	EN
topic	Learning styles Kolb undergraduate Theory and practice of education LB5-3640
spellingShingle	Learning styles Kolb undergraduate Theory and practice of education LB5-3640 Christopher Holland Claire D Mills Profiling sports therapy students' preferred learning styles within a clinical education context
description	The aim of this study was to report the learning style preferences of final year Sports Therapy students within the context of clinical education, with a further specific focus on differences between male and female learning styles. A total of n = 32 BSc. (Hons) Sports Therapy degree students ( xÃâ ÃÂ±ÃÂ s; age = 21.8 ÃÂ±ÃÂ 4.8 years, male:female = 14:18) were recruited from the University of Gloucestershire whilst completing a 24 week clinical practice module. Data collection involved the Kolb learning style inventory (version 3.1) being administered to all participants with reference to their clinical practice experience. Data analysis, involving mean scores for these learning style orientations, were then used to determine the group preference for abstractness over concreteness (AC-CE) and action over reflection (AE-RO). Group analysis revealed a preference for the converging learning style (AC-CE = 5.3, AE-RO = 5.2) and was in contrast to the favoured individual learning styles of Accommodator (34%) and Diverger (31%). These individual findings are consistent with Kolb & KolbÃ¢â¬â¢s (2005) belief that individuals involved in human-related professions are person orientated and likely to adopt concrete learning styles. Gender comparison revealed a statistically significant difference between the AC-CE scores (P = 0.03), possibly leading to the assumption that male Sports Therapy students have a predilection for more abstract modes of experiential learning (8.6), whereas females have a slight preference for more concrete means (2.7), suggesting a more balanced learning style. The findings of this study indicate that learning activities could be tailored in order to optimise potential learning within a clinical Sports Therapy context.
format	article
author	Christopher Holland Claire D Mills
author_facet	Christopher Holland Claire D Mills
author_sort	Christopher Holland
title	Profiling sports therapy students' preferred learning styles within a clinical education context
title_short	Profiling sports therapy students' preferred learning styles within a clinical education context
title_full	Profiling sports therapy students' preferred learning styles within a clinical education context
title_fullStr	Profiling sports therapy students' preferred learning styles within a clinical education context
title_full_unstemmed	Profiling sports therapy students' preferred learning styles within a clinical education context
title_sort	profiling sports therapy students' preferred learning styles within a clinical education context
publisher	Association for Learning Development in Higher Education (ALDinHE)
publishDate	2015
url	https://doaj.org/article/3993411dcdb54de481b0479ab1fa225d
work_keys_str_mv	AT christopherholland profilingsportstherapystudentspreferredlearningstyleswithinaclinicaleducationcontext AT clairedmills profilingsportstherapystudentspreferredlearningstyleswithinaclinicaleducationcontext
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Profiling sports therapy students' preferred learning styles within a clinical education context

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