How do undergraduate first-year Sports Management students learn? CBL impacts styles and competencies
DOI:
https://doi.org/10.64197/Kronos.1.25.1037Keywords:
employability, learning styles, professional competencies, sport management, education, challenge-based learningAbstract
This study evaluates the effects of Challenge-Based-Learning (CBL) on learning styles and professional competencies among first-year sports management students. A total of 52 students participated in a pre- and post-test intervention, using the CHAEA-36 to assess learning styles and the Competency Dimensions Questionnaire for Sports Management to measure professional skills. The results revealed a statistically significant reduction in the reflective learning style (t7=3.67; p=.008; d=1.30). Declines were observed in organizational skills (t18=3.44; p=.003; d=.79) and adaptability (t44=2.19; p=.034; d=.33). However, significant improvements were noted in key sports management competencies such as business experience (t46=4.37; p=.0001; d=.64), economic expertise (t53=3.08; p=.003; d=.42), and legal knowledge (t54=8.46; p=.0001; d=1.14). These findings suggest that while CBL enhance competencies, its impact on learning styles and other skills may require adjustments, particularly for novice learners. Structured reflection periods and additional guidance could be necessary to maximise the benefits of CBL for first-year students.
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