Abstract:

Bernstein, Burnett, Goodburn and Savory (2006) identify that an inquiry portfolio can relate to a specific question regarding the practice of teaching, the structure of a course or if student learning has occurred over an identified period of time. Bernstein et al further identifies that an inquiry portfolio provides a platform for examining the content of a course in depth that can subsequently enhance student learning, that is recurring in theme and that can inform other colleagues practice across the discipline in a variety of settings. With the support of a critical friend, this inquiry portfolio sought to examine if third year undergraduate students of Sports Studies and Physical Education understood the concepts of skill acquisition after a twelve week module of combining theory and practice with school aged children. This teaching and learning of the module is informed by the work of Blythe (1998) on teaching for understanding, Gardner’s theory of multiple intelligences (1999) and Shulman’s exploration of signature pedagogies in the professions (2005). Student learning was assessed qualitatively using the minute paper, design and implementation of weekly skill acquisition programmes with school aged children, evaluation of practical application of the programmes by resident coaches and finally by student feedback at the end of the module using a formal module evaluation form and student interview (Creswell, 2007). Qualitative findings from this research indicate that student learning had occurred in developing their understanding of skill acquisition. However student feedback clearly indicated the importance of introducing this topic earlier in the degree programme, the need for greater interaction with, and feedback from, the resident coaches and the need for introduction of video analysis of skills prior to working with the children. This research clearly highlights the need for the student voice to be embedded in the learning outcomes and lecture content of the module, while also highlighting the importance of mentoring for the resident coaches, for the ongoing learning of all concerned. There is also a need to develop skill acquisition as signature pedagogy within the degree programme of Sports Studies and Physical Education. The author concludes that the inquiry portfolio provided an invaluable tool to address the practice of teaching skill acquisition, to examine the structure of the course and to assess if student learning had occurred over the duration of the module. The inquiry portfolio also allowed for an in depth examination of the course so that student learning can be enhanced, recurring themes are identified and colleagues practice across the discipline in a variety of settings can be further informed.

Keywords:

Inquiry Portfolio, Skill Acquisition, Assessing teaching and learning.