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A Model for Learning Over Time: The Big Picture.

Herbert K Amato1, Jeff G Konin, Holly Brader

  • 1James Madison University, Harrisonburg, VA.

Journal of Athletic Training
|August 26, 2003
PubMed
Summary
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This study introduces a proficiency-based learning model for athletic training education, shifting from quantitative modules to mastery of skills over time. It details a framework for assessing cognitive, psychomotor, and affective development in students.

Area of Science:

  • Athletic Training Education
  • Curriculum Development
  • Pedagogical Models

Background:

  • Athletic training education now requires a "learning over time" approach for mastering competencies.
  • This pedagogical shift moves from quantitative learning to proficiency-based mastery.
  • Limited research exists on implementing "learning over time" in athletic training.

Purpose of the Study:

  • To present a method for describing and implementing "learning over time" in athletic training curricula.
  • To provide a model for assessing cognitive, psychomotor, and affective skills progressively.
  • To aid faculty in developing and administering this learning approach.

Main Methods:

  • A continuum-based model assessing cognitive, psychomotor, and affective characteristics at various levels.

Related Experiment Videos

  • Integration of clinical proficiencies into educational domains.
  • Objective documentation including skill breakdown and competency/proficiency timelines.

    • Main Results:

    • The model facilitates the integration of cognitive knowledge with clinical skill acquisition.
    • It provides a structured approach to documenting student progression.
    • Offers a practical framework for athletic training programs.

    Conclusions:

    • The proposed model supports the effective implementation of "learning over time" in athletic training education.
    • It addresses the need for a proficiency-based mastery system.
    • Aids faculty in developing and administering this required educational concept.