Strategies for Teaching
The value and placement of sport in society is significant and has created an extensive need for qualified practitioners. With over 800 academic programs of sport management in North America alone, there is a great demand for qualified educators in the field. As such, resources to support educational excellence are essential.
The Sport Management Educator: Strategies for Teaching provides a resource for those new to teaching and those seeking to improve instructional skills. Beginning with the fundamentals of brain-based learning, this text builds a strong foundation for teaching in sport management and enhances existing teaching practices and strategies to improve instructional elements such as planning, classroom management, course design, and student engagement.
Author Emily Dane-Staples draws on years of experience, skills, a solid foundation in the science of teaching and learning, and expertise to create this invaluable resource to help current and future sport management educators improve their instructional skills. This definitive source assists new and experienced instructors alike enhance foundational knowledge and improve teaching effectiveness.
The Sport Management Educator chapters focus on course planning, student success and engagement, teaching with technology, classroom management, course reflection and revision, assessment, and more. Practical tools help readers choose instructional options that align with their teaching philosophy, address their students’ needs, and enhance their ability to become more effective, successful educators.
Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ix
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xi
1 The Science of Teaching and Learning 1
Brain-Based Research on Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Other Learning Theories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Embracing Diversity and Inclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Final Thoughts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
2 Course Planning 13
Frameworks of Influence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Overarching Class Design Options . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Backward Design and Course Alignment . . . . . . . . . . . . . . . . . . . . . . . . . 23
When Am I Going to Teach a Concept? . . . . . . . . . . . . . . . . . . . . . . . . . . 29
How Long Am I Going to Teach a Concept? . . . . . . . . . . . . . . . . . . . . . . . 32
What Materials Should I Use? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
The Short, Short Version . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Embracing Diversity and Inclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Final Thoughts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
3 Preparing Students for Success 43
What is a Syllabus? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Contents of Syllabi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Formatting Options . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Finalization and Dissemination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Embracing Diversity and Inclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Final Thoughts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
4 Engaging Students with Content 65
How Do We Learn? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Understanding Active Learning & Engagement . . . . . . . . . . . . . . . . . . . . . 67
Strategies for Active Learning & Engagement . . . . . . . . . . . . . . . . . . . . . . 69
Checking for Understanding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
Resistance to Engagement and Active Learning . . . . . . . . . . . . . . . . . . . . . 90
Embracing Diversity and Inclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
Final Thoughts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
5 Teaching with Technology 95
Faculty Technology Options . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Using Presentation Slides . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
Threat Two: Clutter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
Threat Three: Cue-less Slides . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
Engaging Students Using Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
Technology Policies and Preparation for Use . . . . . . . . . . . . . . . . . . . . . . . 116
Embracing Diversity and Inclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
Final Thoughts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
6 Classroom Management 121
The Classroom and Campus Environment . . . . . . . . . . . . . . . . . . . . . . . . 122
Focus of Classroom Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
Understanding the Cycle of Incivilities . . . . . . . . . . . . . . . . . . . . . . . . . . 126
Classroom Management Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
Check Yourself . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
Embracing Diversity and Inclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
Final Thoughts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143
7 Physical Spaces . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .145
Understanding the Importance of Proximity and Place . . . . . . . . . . . . . . . . 146
Key Design Elements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
Redesigning Classrooms, Rethinking Teaching . . . . . . . . . . . . . . . . . . . . . 155
Embracing Diversity and Inclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157
Final Thoughts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158
8 Assessment 161
Basics and Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162
Evaluation, Assessment, and Grading . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
Assessment Design Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166
Assessment Assignment Options . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172
Scoring and Judgment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177
Academic Honesty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191
Self- & Peer-Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194
#Ungrading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196
Embracing Diversity and Inclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198
Final Thoughts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200
9 Course Reflection and Revision 203
Lens of Instructor Autobiographies . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204
Lens of the Learners’ Eyes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205
Lens of Colleagues’ Perceptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208
Lens of Theoretical, Philosophical, and Research Literature . . . . . . . . . . . . . . 209
Using Learning Assessments and Analyses . . . . . . . . . . . . . . . . . . . . . . . . 214
Other Reflection Considerations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215
Embracing Diversity & Inclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219
Final Thoughts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220
Afterword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225
About the Author . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 231
