Training transfer model as a possibility for the mandatory internship at sport science undergraduate courses

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Verónica Gabriela Silva Piovani ◽  
Ieda Parra Barbosa Rinaldi ◽  
Jorge Both
Keyword(s):  
Transfer Of Learning ◽  
Transfer Of Training ◽  
Teaching And Learning ◽  
Design Methodology ◽  
Training Model ◽  
Training Transfer ◽  
Transfer Model ◽  
Content Type ◽  
Sport Science ◽  
Host Organization

PurposeThis article aims to explain the transfer of training model used in the training of human resources within organizations and its possibilities for the mandatory internship (MI) in sport science (SS) higher education.Design/methodology/approachA review that argues the concept of transfer of learning, the model of factors that affect the transfer of training and its evolution was undertaken.FindingsThe possibilities and implications of thinking about the MI in the SS undergraduate courses are listed based on the transfer of learning and of training model. It is concluded that different factors such as the students' characteristics, the characteristics of the different spaces of SS professional's intervention, the evaluation, the academic and technical supervisors, the host organization and peers, as well as other elements of the transfer of training model, are important to develop the MI at the SS undergraduate courses.Originality/valueThe consideration of this model of factors could be relevant to improve the teaching and learning processes within the MI at the SS undergraduate courses.

Transfer of Training After an Organizational Intervention in Swedish Sports Clubs: A Self-Determination Theory Perspective

2016 ◽  
Vol 38 (5) ◽  
pp. 493-504 ◽  
Author(s):  
Andreas Stenling ◽  
Susanne Tafvelin
Keyword(s):  
Leadership Development ◽  
Training Program ◽  
Transfer Of Training ◽  
Development Program ◽  
Training Model ◽  
Training Transfer ◽  
Self Determination Theory ◽  
Self Determination ◽  
Sports Clubs ◽  
The Impact

Leadership development programs are common in sports, but seldom evaluated; hence, we have limited knowledge about what the participants actually learn and the impact these programs have on sports clubs’ daily operations. The purpose of the current study was to integrate a transfer of training model with self-determination theory to understand predictors of learning and training transfer, following a leadership development program among organizational leaders in Swedish sports clubs. Bayesian multilevel path analysis showed that autonomous motivation and an autonomy-supportive implementation of the program positively predicted near transfer (i.e., immediately after the training program) and that perceiving an autonomy-supportive climate in the sports club positively predicted far transfer (i.e., 1 year after the training program). This study extends previous research by integrating a transfer of training model with self-determination theory and identified important motivational factors that predict near and far training transfer.

Volition to transfer: mastering obstacles in training transfer

2017 ◽  
Vol 46 (4) ◽  
pp. 809-823 ◽  
Author(s):  
Christian Seiberling ◽  
Simone Kauffeld
Keyword(s):  
Structural Equation ◽  
Transfer Of Training ◽  
Structural Equation Models ◽  
Training Transfer ◽  
Bootstrap Analysis ◽  
Content Type ◽  
Confirmatory Factor ◽  
Motivation To Transfer ◽  
Practical Implications

Purpose The purpose of this paper is to seek a better understanding of the role of volition in the learning transfer system beyond the well-established concept of motivation to transfer. Design/methodology/approach Participants of a two-day leadership training were asked to complete two online questionnaires (t1 directly after training, t2 eight weeks after training). In total, 891 managers answered the first questionnaire, 465 the second. Findings Confirmatory factor analysis suggests that motivation and volition to transfer are perceived as two different constructs. Hierarchical linear regression shows that additional variance in training transfer can be explained when volition to transfer is taken into account. Structural equation models and bootstrap analysis suggest that both motivation and volition to transfer mediate effects of supervisor support and trainer performance on training transfer. Research limitations/implications The results imply that besides motivation to transfer, volition to transfer may be a relevant construct in the transfer of training. It remains to be tested how far these findings can be generalized to other training settings beside leadership trainings. Practical implications Organizations aiming at improving training transfer should focus on enhancing the participants’ motivation and volition to transfer. Both trainers and supervisors seem to promote transfer of training by influencing a trainee’s motivation to transfer and volition to transfer. Originality/value To the authors’ knowledge, this is the first study to systematically examine the role of volition in training transfer.

scholarly journals Integrating a transfer perspective into evaluations of leadership training

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Susanne Tafvelin ◽  
Henna Hasson ◽  
Karina Nielsen ◽  
Ulrica von Thiele Schwarz
Keyword(s):  
Leadership Training ◽  
Transfer Of Training ◽  
Training Model ◽  
Post Intervention ◽  
Content Type ◽  
Training Outcomes ◽  
Number Of Factors ◽  
Training Content ◽  
Time To Learn ◽  
Outcomes Of Leadership

PurposeIn previous studies, outcomes of leadership training have varied, with some studies suggesting large effects and others small. Although the transfer of training literature suggests a number of factors that influence training outcomes, this knowledge has seldom been used when evaluating the outcomes of leadership training. The purpose of the present study is therefore to examine how factors related to transfer of training influence outcomes of leadership training.Design/methodology/approachIn the present research, follower-rated outcomes of a leadership training program in Denmark (N = 298) was examined from a transfer of training perspective.FindingsUsing Baldwin and Ford's transfer of training model as a framework, analyses revealed that leaders' utility reactions (i.e. perception of usefulness) and learning were linked to transfer of training. In addition, leaders' perceptions of transfer were associated with post-intervention follower-rated transformational leadership and collective self-efficacy.Practical implicationsMaking sure that leaders find the training useful for their everyday activities (i.e. positive utility reactions) and that they have time to learn the training content is important to enable transfer and for leaders to use trained skills back at work.Originality/valueThe findings indicate the importance of understanding how leaders' perception of training content influences leadership training outcomes and that these perceptions need to be a part of the evaluation of leadership training. In addition, the findings suggest that factors predicting transfer of leadership training differ from other types of training.

Offline vs online problem-based learning: a case study of student engagement and learning outcomes

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Hans Kristianto ◽  
Linda Gandajaya
Keyword(s):  
Student Engagement ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Design Methodology ◽  
Problem Based Learning ◽  
Student Learning Outcomes ◽  
Content Type ◽  
Significant Difference ◽  
Health Related

Purpose Furthermore, the purpose of this study is to compare the student engagement and the learning outcomes in offline and online PBL in the aforementioned course. The COVID-19 pandemic has caused disruption in various sectors, including education. Since it was first announced in mid-March 2020 in Indonesia, teaching and learning activities have been carried out online. In this study, a comparison of the offline (Spring 2019, prior to the pandemic) and online (Spring 2021, during the pandemic) problem-based learning (PBL) method in the sustainable chemical industry course is investigated. Design/methodology/approach A quantitative analysis was conducted by measuring the students’ engagement, course-learning outcomes (CLOs) and student learning outcomes (SLOs). Difference tests of engagement score, CLOs and SLOs were investigated by using the t-test or Mann–Whitney U-test. Furthermore, the perceived students’ stressors were measured. Findings It is found that the students’ engagement in offline and online PBL gives similar scores with no significant difference. This is possible because of the PBL structure that demands students to be actively engaged in gaining knowledge, collaboratively working in teams and interacting with other students and lecturers. Although similarly engaged, the CLOs and SLOs of online PBL are significantly lower than offline PBL, except for SLO related to oral and written communication skills and affective aspect. The decrease in CLOs and SLOs could be influenced by students’ academic, psychological and health-related stressors during the COVID-19 pandemic time. Originality/value This study provides a recommendation to apply online PBL during the COVID-19 pandemic time and beyond, although some efforts to improve CLOs and SLOs are needed.

Teaching and learning

2016 ◽  
Vol 24 (3) ◽  
pp. 294-317 ◽  
Author(s):  
Grant Samkin ◽  
Lesley Stainbank
Keyword(s):  
Fast Moving ◽  
Teaching And Learning ◽  
Design Methodology ◽  
Future Research ◽  
Special Issue ◽  
Accounting Profession ◽  
Content Type ◽  
University Environment ◽  
Empirical Approaches ◽  
Practical Implications

Purpose Positioned within a framework of challenges facing universities, this paper aims to focus on challenges faced by teachers of accounting as a business discipline to ensure it remains relevant in a fast-moving and changing environment. Design/methodology/approach Drawing on a variety of sources, this paper explores a number of issues surrounding teaching and learning in the current university environment. The seven papers that make up the special issue are located within a framework which is used to illustrate how each one contributes to the field. This paper is primarily discursive in nature. Findings The theoretical, methodological and empirical approaches used in the papers that make up this special issue are described. In addition, the paper suggests that to remain relevant, teaching and learning will remain an important area for future research. Practical implications This paper on teaching and learning is of interest to accounting teachers and researchers, university managers and members of the accounting profession. Originality/value This special issue provides a range of examples of research relevant to teaching and learning and sets an agenda for future research.

scholarly journals “The ability to get a job”: student understandings and definitions of employability

2018 ◽  
Vol 60 (5) ◽  
pp. 406-420 ◽  
Author(s):  
Sharon Gedye ◽  
Emily Beaumont
Keyword(s):  
Higher Education ◽  
Mixed Methods ◽  
Design Methodology ◽  
Limited Attention ◽  
Science Students ◽  
Content Type ◽  
Sport Science ◽  
Sports Science ◽  
Discipline Area ◽  
Specific Discipline

Purpose The purpose of this paper is to explore employability in the context of higher education (HE) from the students’ perspective. Limited attention has been paid to student understandings of their own employability in a Sport Science context and Tymon (2011) refers to them as “the missing perspective”. Design/methodology/approach This paper presents the findings of a study of Marine Sports Science students (n=63) at a post-1992 HE institution which through the qualitative element of a mixed methods survey explored their changing articulations of their employability as they progressed through their studies. The students surveyed were in receipt of a comprehensive programme of enterprise and employability activities embedded within their programme. Findings Qualitative results showed that Marine Sport Science students’ articulations of employability expanded in vocabulary as the students progressed through their studies. Definitions also shifted from those that centred on what employers want (extrinsic) to what the student had to offer the employer (intrinsic). Originality/value There are very few examples of studies that explore employability from the students’ perspective and this paper adds understanding on this “missing perspective”. It also addresses a specific discipline area; Marine Sport Science, which has yet to feature in any literature on employability.

The roles of school leaders in developing future-ready learners: the case of Singapore

2020 ◽  
Vol 35 (1) ◽  
pp. 249-269
Author(s):  
Choun Pei Wong ◽  
David Ng
Keyword(s):  
Communities Of Practice ◽  
School Leadership ◽  
Teaching And Learning ◽  
Design Methodology ◽  
School Leaders ◽  
Leadership Preparation ◽  
Traditional Teaching ◽  
Content Type ◽  
Future Society

PurposeAn education system can only be successful if it can develop future-ready learners who can continue to learn after graduation, take on their future lifework and thrive in the future society and environment. This article examines the economic, social and environmental trajectories of Singapore and proposes that it is important for future-ready learners to develop habits of practices that will support the skills, knowledge and values that are pertinent to these trajectories.Design/methodology/approachSchool leaders are responsible for creating environments and implementing practices that are conducive for fostering habits of practices that are crucial for future-ready outcomes. The authors discuss the inadequacies of traditional teaching and learning practices in supporting these habits and elucidate how newer paradigms such as constructivism, connectivism, coagency and communities of practice might be more useful in achieving this. The authors also present a case study of a school leadership preparation programme that aims to develop future-ready learners.FindingsThis paper provides insights into how newer paradigms of teaching and learning can be supportive for developing desirable habits of practices for future readiness.Originality/valueThis discussion piece introduces a fresh concept – habits of practices – that is relevant in preparing future-ready learners in Singapore.

Seeking rhythm in white noise: working with whiteness in English education

2017 ◽  
Vol 16 (1) ◽  
pp. 40-54 ◽  
Author(s):  
Samuel Jaye Tanner ◽  
Christina Berchini
Keyword(s):  
Narrative Inquiry ◽  
White Noise ◽  
Language Arts ◽  
Teaching And Learning ◽  
Design Methodology ◽  
English Language ◽  
English Education ◽  
White People ◽  
Content Type ◽  
White Resistance

Purpose The authors of this paper are both white English education scholars with antiracist agendas. This conceptual manuscript aims – in part – to better understand the backlash both of them have faced in trying to contribute to antiracist teaching and research in English education. Design/methodology/approach This manuscript uses practices of narrative inquiry to tell and interpret stories about the authors’ work. Findings The authors hope to critique traditional notions of white resistance in favor of more careful theorizations of whiteness that can be helpful for teachers and scholars in English education and English Language Arts (ELA)with an interest in facilitation antiracist pedagogy. Originality/value Ultimately, with this work, the authors hope to provoke readers to consider how work with whiteness is processed by white people, especially in terms of teaching and learning in English education and ELA. They believe the field of English education should begin to discuss this issue.

Implementing discipline-specific searches in EBSCO Discovery Service

2014 ◽  
Vol 115 (3/4) ◽  
pp. 102-115 ◽  
Author(s):  
Li Fu ◽  
Cynthia Thomes
Keyword(s):  
Effective Teaching ◽  
Teaching And Learning ◽  
Design Methodology ◽  
Content Type ◽  
University Of Maryland ◽  
Search Results ◽  
Discovery Service ◽  
University College ◽  
Effective Teaching And Learning

Purpose – This paper discusses how University of Maryland University College (UMUC) librarians customized EBSCO Discovery Service (EDS) to allow for searching across librarian-selected sets of discipline-specific databases. Discipline-specific searching results in a smaller and more relevant set of search results, which can make research more efficient and effective. Design/methodology/approach – This paper describes the collaboration between systems and reference and instruction librarians to develop, test, launch, promote, and assess discipline-specific searching in EDS in support of effective teaching and learning. Findings – Customization of a discovery tool to allow researchers to run searches across pre-selected sets of discipline-specific databases is beneficial to the researchers since it enables them to find a smaller and more relevant set of search results than they would otherwise receive if they searched across all databases available in the discovery tool. Originality/value – This paper provides detailed instructions regarding customization of EDS to allow for discipline-specific searching and discusses ways in which this enhancement can be brought to researchers' attention during reference and instruction interactions. This paper should be of interest to technical librarians as well as to reference and instruction librarians.

How teachers’ practice knowledge is used and challenged in a Learning Study using Variation Theory as a tool

2015 ◽  
Vol 4 (3) ◽  
pp. 274-287 ◽  
Author(s):  
Anja Thorsten
Keyword(s):  
Teaching And Learning ◽  
Design Methodology ◽  
Research Process ◽  
Point Of View ◽  
Variation Theory ◽  
Learning Study ◽  
Content Type ◽  
Video Recordings ◽  
Field Notes ◽  
Practice Knowledge

Purpose – The purpose of this paper is to discuss how teachers’ practice knowledge is used as a tool in a Learning Study and how teachers’ practice knowledge is challenged by using Variation Theory as a tool in the process? Design/methodology/approach – The analysis is based on data from the research process in a Learning Study. The data consists of meeting notes of ten research meetings, field notes of the research meetings and from the enactment of the lessons, video recordings of the lessons and reflective notes after and between the meetings. The analysis is qualitative and the findings are described in themes. Findings – Teachers’ practice knowledge was used and challenged in different ways in the process. This is described in five themes. Teachers’ practice knowledge was visible in the process since it enabled relevant questions to be addressed and subtle signals from students to be taken into account. It also ensured that the activities used were suitable for the students. The theory provided a focus on the object of learning and a language to talk about teaching and learning. It also challenged teachers’ assumptions about teaching and learning and allowed them to be discussed. Originality/value – The paper addresses both teachers’ practice knowledge and Variation Theory in relation to a Learning Study. It focusses on how practice knowledge of teachers can be used and challenged in the same process. The perspective is from the inside, from a teacher researcher’s point of view.

Sign in / Sign up

Export Citation Format

Share Document