Contextualising the learning process in Sports and Materials Science

C.L Davis, M. Jenkins and E. Wilcock

School of Engineering

University of Birmingham

Case Studies

• Demonstrate theoretical concepts in an applied setting

• Student-centred, independent learning, active learning

• Group working

• Setting of objectives/tasks

Sports and Materials ScienceCourse Background

• Comparatively new course (developed 1998)

• Interdisciplinary• Sports and Exercise Sciences

• Materials Science

• Recognition of importance of high-tech equipment in sporting industry

Student Cohort

• Vary in motivation and academic background

• Many originally applied to study Sport and Exercise Sciences

• Generally studied Biology or Physical Education A level

• Remaining students applied directly to course• Tend to have a more physical science background

• Difference between two groups noticeable

Course Design

• Flexibility in course design• New course

• Not accreditation constrained

• Learning strategy to accommodate all students

• Significant number of case studies

• Balanced with lectures, tutorials and practical sessions

Why Case Studies?

• Bridge gap between theory and practice

• Illustrate synergy between two disciplines

• Encourage active learning

• Development of transferable skills

• Enjoyment and motivation

Description of Case Studies

• Students study types of materials, their properties and processing in lectures along with courses in sports performance

• Consider specific items of sports equipment and their performance and the material characteristics necessary to meet those requirements

• In depth analysis of components in sports equipment (directed learning)

• Independent research to extend knowledge (open learning)

Formal Case Study Objectives

To encourage students to work as part of a team and to

present their work orally and in report form including

information on:

• Basic design requirements of the product

• Materials used and process selection

• The influence of processing on the properties of the materials in the product

• Marketing

Case Study Format

• Second year of course, four group case studies• Skis

• Prosthetic limb

• Climbing equipment

• Bicycle components

• Typically 3 weeks, 6 contact hours, 12 student effort hours

• Group report and presentation

• Groups of 4-5 randomly selected

Typical Structure

• Introductory briefing

• Groups work independently

• Distribute own tasks

• Group report and group oral presentation

• Peer assessment

Assessment Strategy

• Division of marks

Report 50%

Presentation 30%

Peer Assessment 20%

• Chosen to reflect case study learning outcomes

• Confidential peer assessment forms

• Reports double marks and presentations assessed by variety of assessors

Feedback

• Informal and Formal

• Questionnaires

• Tutorial sessions

• Interview with lecturer

Student Perception

• Positive

• Enjoyed case study approach– ‘Allows us to look at sports equipment in detail and investigate

how different things are made and why, which I find interesting and relevant to our course’

• Aware of importance of independent study and transferable skills– ‘Improves key skills like giving presentations and group working’

Student Perception

• Improvements

• Timetabled activity– ‘It may help to have a scheduled class each week - to ensure

progress is being made’

• Group working– ‘It’s not fair on team members when other members do not

provide any input or aid the group process’

• Assessment strategy (peer assessment)– ‘I feel that these types of assessment are not always marked

truthfully’

Bicycle Case Study (Modified)

• 5 week duration

• Inclusion of practical component

• Postgraduate support

• 2 ten-minute group sessions with lecturer

• Peer assessment replaced by executive summary

Student Perception

• Practical component added to understanding– ‘Much more hands on which was educational and enjoyable’

• Group sessions– ‘Provided a good reference for keeping the project on track’

• Support for executive summary less pronounced– ‘Could use peer assessment and executive summary’

Conclusions

What worked?

• Putting theory into context

• Promoting independent learning

• Increasing enjoyment and motivation

• Aspect of practical activity

Areas for development

• Group working

• Group Assessment