부산대학교 도서관

Purpose: This study investigated the integration of situated teaching to enhance the effectiveness of student learning and thinking in sports biomechanics courses. Methods: Nineteen students enrolled in the course and 18 archery team members were recruited for technical diagnostic analysis. The course effects measured included the skills and knowledge gained by the students, improvements in the skills of the archers, the learning effectiveness and motivation of the students, and the diagnosis satisfaction of the archers. A course evaluation questionnaire and a participant diagnostic satisfaction questionnaire were employed to analyze whether an improvement in student learning outcomes and motivation occurred. Results: The proportion of respondents who indicated diagnostic satisfaction was 70%, indicating that the diagnostic analysis in the course provided effective feedback and help to most of the archers. Conclusion: The integration of situated learning improved the professional knowledge of students and increased their motivation to use such knowledge.