AN EXAMINATION OF THE EFFICACY OF THE INQUIRY PORTFOLIO TO ASSESS TEACHING AND LEARNING OF SKILL ACQUISITION IN THE SPORTS STUDIES AND PHYSICAL EDUCATION DEGREE PROGRAMME, UNIVERSITY COLLEGE CORK, IRELAND

Bernstein, Burnett, Goodburn and Savory (2006) [1] identify that an inquiry portfolio can relate to a specific question regarding the practice of teaching, the structure of a course or if student learning has occurred over time. The authors further identify that an inquiry portfolio provides a platform for examining the content of a course in depth that can subsequently enhance student learning, that is recurring in theme and that can inform other colleagues practice across the discipline in a variety of settings. With the support of a critical friend, this inquiry portfolio sought to examine if third year undergraduate students of Sports Studies and Physical Education understood the concepts of skill acquisition after a twelve week module of combining theory and practice with school aged children. Student learning was assessed qualitatively using the minute paper, design and implementation of weekly programmes with the children, lesson plans and reflective log, module evaluation and student interview. This research is informed by the work of Dewey [2], Shon [3], Shulman [4] and Lyons[5] where portfolio has emerged as a means to represent teaching and to further inquire into the process of student learning. Qualitative findings indicate that student learning had occurred in developing their understanding of skill acquisition. However student feedback indicated the importance of introducing the topic earlier in the degree programme, the need for greater interaction and feedback from resident coaches and the need for video analysis before practical sessions to enhance student learning. As a lecturer this reinforces the importance of the inquiry portfolio in hearing and recording the student voice to both enhance the teaching of the module and student learning. The inquiry portfolio also provides a platform to examine course content; structure and delivery so that colleagues practice across the disciplines can be further informed.