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The Parallel Between Active Learning And Sports Coaching Techniques: Analysis And Selected Examples

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2000 Annual Conference


St. Louis, Missouri

Publication Date

June 18, 2000

Start Date

June 18, 2000

End Date

June 21, 2000



Page Count


Page Numbers

5.636.1 - 5.636.4

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Pedro E. Arce

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Paula Arce-Trigatti

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 1230


Pedro E. Arce1, Paula Arce-Trigatti2

1. Chemical Engineering and Geophysical Fluid Dynamics Institute, GFDI 2. School of Music Florida State University, Tallahassee, Florida

1. Introduction

The identification of effective models of teaching sometimes must come from activities that are related to some degree but found in completely different applied areas. Among these models, the researchers have proposed the use of “enhancers,” such as group activities involving a variety of assignments to be completed within the group, the use of video materials, the addition of computer- oriented techniques to cover drills, and so on. One of the most complete and efficient models of teaching for the engineering profession is the one based on the activities used by a sports coach, and more specifically, a developmental team coach.

The activities proposed by a coach for a group of developmental players must follow a very active approach of learning where the many aspects of the sport are introduced and immediately put into practice by the players. The coach, however, must still follow a set of well-established principles within this active learning approach and this is precisely what may be used for improving, perhaps in a remarkable way, the effectiveness of teaching in engineering classes. In this presentation, we will review some of the basic coaching principles and connect these ideas to the engineering classroom. Afterwards, some of the key activities will be illustrated with examples that will attempt to show the dramatic parallelism between coaching techniques and teaching methodologies by an active learning approach. In addition, in this contribution we will focus mainly on “progressive approaches.” These topics are included in the section below.

2. Coaching a Sport in General: Characteristics and Some Comparisons with Engineering Teaching

Coaching can be viewed as a set of strategic activities used to introduce, promote, and implement all basic skills, knowledge, and techniques (i.e., individual and team) to players in order for them to perform effectively during a game. Within this framework there are numerous levels of coaching. For example, coaching found at the professional level involves players that display a very high level

Arce, P. E., & Arce-Trigatti, P. (2000, June), The Parallel Between Active Learning And Sports Coaching Techniques: Analysis And Selected Examples Paper presented at 2000 Annual Conference, St. Louis, Missouri.

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