Comparison of Traditional and Alternative Methods for Teaching Exercise Physiology
Abstract
The purpose of this study was to compare alternative and traditional approaches to exercise physiology course design within physical education teacher education (PETE). The participants formed the following groups: (a) PETE majors taking an alternative exercise physiology course (n=37); (b) Exercise physiology majors taking a traditional exercise physiology course (n=33); (c) PETE majors taking a traditional exercise physiology course (n=14); and (d) a control group of PETE majors taking an introductory course within the major that includes no exercise physiology content (n=53). Each participant completed an exercise physiology content knowledge pretest and posttest during a 15-week semester. A one-way ANCOVA using posttest scores as the dependent variable with pretest scores as the covariate indicated a significant difference of F (4,132) = 85.92, p < .01 among groups. Post hoc comparisons revealed that PETE students enrolled in the alternative course significantly out performed both comparison groups on the content knowledge test, all of which out scored the control group.Downloads
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