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Stylistic learning differences between undergraduate athletic training students and educators: Gregorc mind styles.

Trenton E Gould1, Shane V Caswell

  • 1School of Human Performance and Recreation, The University of Southern Mississippi, Hattiesburg, MS 39406, USA. trent.gould@usm.edu

Journal of Athletic Training
|April 19, 2006
PubMed
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Athletic training educators show preferences for Concrete Sequential learning styles. Program directors should consider sex and academic role when designing teaching methods.

Area of Science:

  • Sports Medicine
  • Education

Background:

  • Learning theory and pedagogic research are often unfamiliar to science-trained educators.
  • Athletic training educators need to understand the value of pedagogic research, including learning styles.

Purpose of the Study:

  • To introduce the Mind Styles model and Gregorc Style Delineator in athletic training.
  • To investigate baseline style preferences of students and program directors.
  • To examine the effects of sex, education level, and academic role on learning style preferences.

Main Methods:

  • Correlational research design.
  • Used the Gregorc Style Delineator to assess perceptual and ordering abilities.
  • Collected data from 200 undergraduate athletic training students and 43 program directors.

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Main Results:

  • The Concrete Sequential (CS) style was the most preferred by both students (44.5%) and program directors (58.1%).
  • Program directors and students showed a higher preference for CS and lower preference for Abstract Sequential (AS) and Abstract Random (AR) styles than expected.
  • Men students preferred AS and AR styles differently than women students, and students differed from program directors in CS and AR style preferences.

Conclusions:

  • This study extends athletic training literature by examining the Mind Styles model and the impact of academic role on learning styles.
  • Findings highlight significant differences in learning style preferences based on sex and academic role.
  • Program directors should consider these style differences when developing pedagogical strategies.