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Scenario Assignment 1

This document discusses using scenario-based learning in health and physical education courses. Scenario-based learning presents learners with problems to solve using a set number of pathways, allowing for feedback and reinforcement of skills. Research shows this approach can help students develop critical thinking skills when used in online health and PE classes. However, intuitive programming is important so software does not hinder the learning experience. More research on scenario-based learning in these fields is still needed as it has potential to increase depth and retention of information for students.

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110 views

Scenario Assignment 1

This document discusses using scenario-based learning in health and physical education courses. Scenario-based learning presents learners with problems to solve using a set number of pathways, allowing for feedback and reinforcement of skills. Research shows this approach can help students develop critical thinking skills when used in online health and PE classes. However, intuitive programming is important so software does not hinder the learning experience. More research on scenario-based learning in these fields is still needed as it has potential to increase depth and retention of information for students.

Uploaded by

api-563190672
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Scenario-based Learning in Health and Physical Education

Scenario-based learning is a platform in which the learner is presented a problem they must

solve using a set number of pathways. This allows for immediate feedback on missed key skills and

reinforcement of learned material. The implications of using this technology in Health and Physical

Education are compelling.

In Problem-Based Learning in Entry-Level Athletic Training (Heinrichs, 2002) the author

examines how scenario-based learning can branch out from medical training into the sports training field.

Although the technology did not exist at the time to make these exercises easily used in a virtual

classroom, modern readers can infer how to apply this technique to a virtual setting. As athletic training

education expands to include physiology and critical thinking, problem-based learning will allow more

information to be taught and retained.

Heinrichs (2002) uncovers how “competency is based on understanding how and why a decision

will lead to successful results”. In physical education, there are often several techniques that will lead to

the desired outcome. Problem-based learning allows students to explore different avenues, learning what

works and does not work for the individual student in a safe and controlled environment.

Online PE and Health classes at Virginia Virtual Academy have large class sizes. Ventura and

Joao (2019) explore the student’s perspective when using scenario-based learning in a virtual setting.

Students found that they did develop critical thinking skills using scenario-based learning. However, the

article brings to light the importance of quality programming. Students found tedious software a

hindrance to the learning experience. The findings from this study make the need for intuitive

programming in scenario-based learning obvious.

Scenario based learning research conducted in Health and Physical Education is sparce.

Students are expected to learn and retain an increasing amount of information. The need for efficient

learning is apparent and immediate. The information presented in these articles shows that the use of

scenario-based learning in online PE and Health courses have potential for increasing the depth and

breadth of student learning and retention.


References

Heinrichs K. I. (2002). Problem-Based Learning in Entry-Level Athletic Training Professional-Education

Programs: A Model for Developing Critical-Thinking and Decision-Making Skills. Journal of

athletic training, 37(4 Suppl), S189–S198.

Mio, C., Ventura, M. E., & João, E. (2019). Scenario‐based eLearning to promote active learning in large

cohorts: Students’ perspective. Computer Applications in Engineering Education, 27(4), 894–909.

https://doi-org.ezproxy.regent.edu/10.1002/cae.22123

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