Research Commons
      • Browse 
        • Communities & Collections
        • Titles
        • Authors
        • By Issue Date
        • Subjects
        • Types
        • Series
      • Help 
        • About
        • Collection Policy
        • OA Mandate Guidelines
        • Guidelines FAQ
        • Contact Us
      • My Account 
        • Sign In
        • Register
      View Item 
      •   Research Commons
      • University of Waikato Research
      • Health, Sport and Human Performance
      • Health, Sport and Human Performance Papers
      • View Item
      •   Research Commons
      • University of Waikato Research
      • Health, Sport and Human Performance
      • Health, Sport and Human Performance Papers
      • View Item
      JavaScript is disabled for your browser. Some features of this site may not work without it.

      Improving engagement with biomechanics: Student perspectives and a professional development initiative

      Shultz, Sarah P.; Millar, Sarah-Kate; Fink, Philip W.; Hébert-Losier, Kim; Handsfield, Geoffrey; Sheerin, Kelly; Wells, Denny; Clarke, Jenny
      Thumbnail
      Files
      ShultzetalBME2019accepted.pdf
      Submitted version, 375.3Kb
      DOI
       10.1115/1.4044782
      Find in your library  
      Citation
      Export citation
      Shultz, S. P., Millar, S.-K., Fink, P. W., Hébert-Losier, K., Handsfield, G., Sheerin, K., … Clarke, J. (2019). Improving engagement with biomechanics: Student perspectives and a professional development initiative. Journal of Biomechanical Engineering, 141(12). https://doi.org/10.1115/1.4044782
      Permanent Research Commons link: https://hdl.handle.net/10289/13662
      Abstract
      Student engagement is an essential aspect of educational environments, and this is especially true for Science, Technology, Engineering, and Mathematics (STEM) disciplines, where student engagement declines in middle and high school years. Techniques for bolstering student engagement, such as hands-on learning, may be especially effective in the field of biomechanics since this discipline is rooted in STEM and has fundamental applications to everyday movement. To this end, this paper describes (1) the perceptions of student teachers in their first year of tertiary (undergraduate) education regarding the biomechanics content from their secondary (high school) education, and (2) a professional development initiative, in the form of a discipline-specific teacher training workshop, to enhance biomechanics resources for teachers via peer networking. The perception of student teachers in their first year of tertiary education in teaching indicated a positive relationship between perception of secondary school teaching quality and self-confidence with specific biomechanical concepts. Open responses focused on the need to cover concepts thoroughly, using practical activities where possible, and taking time to ensure understanding before progressing to more advanced concepts. The teacher training workshop provided secondary school Physical Education teachers with an opportunity to network nationally with other teachers across New Zealand, and internationally with university-based biomechanics researchers. Peer focus groups helped to design and refine sets of experiential learning activities that could be easily implemented in the classroom.
      Date
      2019
      Type
      Journal Article
      Publisher
      ASME
      Rights
      Copyright © 2019 by ASME. This is the author's submitted version of an article published in the journal: Journal of Biomechanical Engineering.
      Collections
      • Health, Sport and Human Performance Papers [125]
      Show full item record  

      Usage

      Downloads, last 12 months
      69
       
       
       

      Usage Statistics

      For this itemFor all of Research Commons

      The University of Waikato - Te Whare Wānanga o WaikatoFeedback and RequestsCopyright and Legal Statement