A previous paper (Sharp, 2001) presented evidence to suggest that men and women working in outdoor education tend to adopt different styles of leadership. It was reasoned that if this is true, then courses designed to train leaders in outdoor activities should reflect these differences if they are to be properly effective. The present study examined this hypothesis through a postal survey to over 800 people involving course providers, leaders and aspirant leaders in mountain, paddle and snow sports. There was dear support for the perceived existence of variations in leadership style, but whilst many thought this was gender-based, others considered that variations were accounted for better by variables such as age and experience. There was a clear view that these differences should not be reflected in single-sex leadership courses, but there was support for changes in the way that courses are marketed and publicised; National Governing Bodies should examine especially the general image portrayed to the public through literature, advertising resources and role models.
Traditional approaches to teaching exercise physiology are costly in terms of staff time and consumable expenses. Ethical considerations, large student numbers and availability of technical expertise magnify the delivery problems. In an attempt to overcome these problems, a CD-ROM version of a basic course in exercise physiology was designed and delivered to a group of undergraduate sport and exercise science students. It simulated five tests of aerobic endurance which are traditionally taught using laboratory methods. A controlled experiment was conducted to compare the two delivery methods, as part of an independent, formative evaluation. Although there were equal knowledge gains and the CD-ROM design and content were well rated by students who used it, this approach has engendered less student interaction, commitment to wider reading and in-depth understanding. Tutorials and other approaches designed to promote more active learning are now being introduced to accompany the use of the CD-ROM.
IntroductionHigher education in the UK is undergoing rapid change which is placing much pressure on staff and students. There are moves to widen access, increase student numbers,
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