The chapter proposes to outline best practices in the use of a set of mini-robots (i.e., smart gadgets) to promote active and meaningful learning in the Social Sciences. Key K-12 social science skills supported by their use include coding, sequencing, including time lining, map making, planning, organizing, peer collaboration, and the comprehension and interpretation of maps and written texts. The theoretical foundation supporting the use in the Social Sciences of is examined in this chapter. Next, barriers to use are explored before moving into an examination of one strategy for integration into the Social Sciences. Finally, the chapter concludes with an exploration of issues and recommendations for mitigating those issues will be discussed along with linkage of use to specific Social Science concept (i.e., discovery, exploration, and technology).
Numerous research studies have examined the relationship between organizational stress and organizational effectiveness, especially in relation to athlete performance. The purpose of this case study was to investigate the process by which National Performance Directors (NPDs) of a single U.S. Olympic sport program attempted to prevent and manage the organizational stress of their athletes in preparation for and participation in international competition in an Olympic year. Results indicated the NPDs were aware of the causes of stress identified in the literature. Despite a lack of formalized sport psychology training, the NPDs assumed responsibility for managing these stressors, relying on past personal experience as elite athletes to guide them. Critical to prevention and management of stress were facilitating environments conducive to maximizing athlete performance, creating ample support structures, communicating among constituent groups, and managing relationships through the development of social cohesion.
Experiential learning is a critical component of sport management student learning and one that can transform the learning process. Not only are students able to apply classroom-acquired knowledge into practical situations, they are also provided the opportunity to build professional networks. Those networks could then assist students upon graduation when they enter a highly competitive job market. This study chronicles the capstone experiences of a group of undergraduate sport management students who were invited to work at a NCAA Championship event, the 2021 Big Sky Conference’s Men’s and Women’s Basketball Tournaments. Using Kolb’s Experiential Learning Theory (ELT) as a framework for understanding, we aim to show how the experience produced optimal learning outcomes for a group of undergraduate sport management students. Specifically, we aim to show how our students benefitted by the contextual application of existing knowledge, through the acquisition of new knowledge, by experimenting with new knowledge, and from a unique opportunity for professional networking.
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