Show simple item record

dc.contributor.authorBuchan, Jena
dc.contributor.authorClanchy, Kelly
dc.contributor.authorReeves, Nathan
dc.date.accessioned2021-05-28T04:01:01Z
dc.date.available2021-05-28T04:01:01Z
dc.date.issued2021
dc.identifier.issn2207-4791
dc.identifier.urihttp://hdl.handle.net/10072/404736
dc.description.abstractIntroduction: Work-integrated learning (WIL) is integral to exercise science degrees, but clinical educators report low motivation and limited professional competency in students. WIL may be enhanced by first building professional capabilities in a University-based setting. As such, this study investigated whether participation in a student-led virtual exercise clinic improved perceived professional self-efficacy, as well as intrinsic motivation. Methods: A prospective, repeated-measures cohort design. Exercise Science Practicum students (N= 20) delivered a six-week virtual exercise program. Outcomes of interest included changes in client-related skills confidence (e.g. interpersonal skills) and perceived participation benefits and motivation (p < 0.05). Results: Seventeen students (85%) completed the survey, reporting significant improvement (Z= -3.18) in confidence related to client communication skills. Additionally, students reported significantly higher perceived truthfulness of statements in the intrinsic motivation subscales: interest-enjoyment (Z= -2.77); perceived competency (Z= -2.80); and value-usefulness for the development of communication skills (Z= -2.33). Discussion: Participation in a virtual student-led exercise clinic enhanced confidence in clientrelated communication skills, as well as multiple intrinsic motivation domains. With an increased need for developing student competency and motivation for WIL, virtual student-led clinics may prove a novel enabler.
dc.description.peerreviewedYes
dc.publisherBond University
dc.publisher.urihttps://ajce.scholasticahq.com/article/19472-leading-a-virtual-exercise-program-student-motivation-and-perception-of-participation-benefits
dc.relation.ispartofissue1
dc.relation.ispartofjournalAustralian Journal of Clinical Education
dc.relation.ispartofvolume10
dc.subject.fieldofresearchOther Education
dc.subject.fieldofresearchCurriculum and Pedagogy
dc.subject.fieldofresearchOther Law and Legal Studies
dc.subject.fieldofresearchcode1399
dc.subject.fieldofresearchcode1302
dc.subject.fieldofresearchcode1899
dc.titleLeading a virtual exercise program: Student motivation and perception of participation benefits
dc.typeJournal article
dc.type.descriptionC1 - Articles
dcterms.bibliographicCitationBuchan, J; Clanchy, K; Reeves, N, Leading a virtual exercise program: Student motivation and perception of participation benefits, Australian Journal of Clinical Education, 2021, 10 (1)
dcterms.licensehttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.date.updated2021-05-28T03:58:13Z
dc.description.versionVersion of Record (VoR)
gro.rights.copyright© The Author(s) 2021. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs 4.0 International (CC BY-NC-ND 4.0) License, which permits unrestricted, non-commercial use, distribution and reproduction in any medium, providing that the work is properly cited.
gro.hasfulltextFull Text
gro.griffith.authorBuchan, Jena K.
gro.griffith.authorClanchy, Kelly M.


Files in this item

This item appears in the following Collection(s)

  • Journal articles
    Contains articles published by Griffith authors in scholarly journals.

Show simple item record