PMID: 16619103Apr 19, 2006Paper

Stylistic learning differences between undergraduate athletic training students and educators: Gregorc mind styles.

Journal of Athletic Training
Trenton E Gould, Shane V Caswell

Abstract

Learning theory and pedagogic research are unfamiliar to many educators trained in the sciences. Athletic training educators must learn to appreciate the theoretic and practical value of pedagogic research, including learning styles. To extend the learning styles research in athletic training by introducing the Mind Styles model and Gregorc Style Delineator instrument to investigate students' and program directors' baseline style preferences and to study the effects of sex, education level, and academic role on mean composite Gregorc Style Delineator scores. Correlational research design. Instruments were mailed to program directors and administered in classroom settings. Ten of 10 athletic training programs accredited by the Commission on Accreditation of Allied Health Education Programs formed sample 1, with 200 undergraduate athletic training students (68 men, 132 women, age = 20.12 +/- 2.02 years). A total of 43 program directors (22 men, 21 women, age = 40.05 +/- 9.30 years) created sample 2. We used the Gregorc Style Delineator to measure participants' perceptual and ordering abilities, combining them in a quaternary design to create mean composite scores for the Concrete Sequential (CS), Abstract Sequential (AS), Abstrac...Continue Reading

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