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Equitable and Innovative Teaching Practices for Sport, Exercise, and Performance Psychology Educators addresses the need for a resource on practical learning and assessment activities for face-to-face and online instruction in sport, exercise, and performance psychology. Specifically, this book provides readers with evidence-based strategies for addressing classroom challenges, namely those that the COVID-19 pandemic brought to the forefront, including flexible yet equitable teaching practices, student engagement in and outside of the classroom, building connections in the online or hybrid classroom, and innovative techniques, activities, assessments, and course design approaches. The sport, exercise, and performance psychology field demands educators help learners translate evidence to practice and recognize relationships between science, application, and reflection. Tomorrow’s learners will require instructional approaches that engage them and increases their awareness, knowledge, and skill development so that their experience is rich, deep, and memorable.
Equitable and Innovative Teaching Practices for Sport, Exercise, and Performance Psychology Educators bridges the gap between pre-pandemic and post-pandemic teaching and learning practices that provide educators with strategies and tools to equip them for tomorrow’s students and is key reading for graduate students, young professionals, or experienced educators in the field of sport, exercise, and performance psychology. Active professionals in the broader fields of psychology, kinesiology, coaching, counselling, or education who may teach sport, exercise, and performance psychology courses or students will also find this new book a valuable resource.
Produkteigenschaften
- Artikelnummer: 9781032697123
- Medium: Buch
- ISBN: 978-1-032-69712-3
- Verlag: Taylor & Francis Ltd
- Erscheinungstermin: 26.09.2025
- Sprache(n): Englisch
- Auflage: 1. Auflage 2025
- Produktform: Gebunden
- Gewicht: 453 g
- Seiten: 128
- Format (B x H): 156 x 234 mm
- Ausgabetyp: Kein, Unbekannt