Misconceptions in the knowledge of tertiary exercise science and vocational fitness students

ABSTRACT

Misconceptions are persistent beliefs that contradict the accepted scientific views, impacting how subsequent information is interpreted. Research to date has not examined the sources, or prevalence of, fundamental exercise science misconceptions in higher education (HE) or vocational education (VET) students. Both HE and VET educators were interviewed regarding common misconceptions, and their correction.

Participants viewed misconceptions as resulting from multiple sources, including exercise subcultures, and marking claims. Misconceptions were thought to form due to a poor understanding of course content, and the interaction between different physiological systems. Both direct instruction, and active learning approaches were suggested, though VET participants relied on weaker evidence than HE. Participants also highlighted the importance of critical thinking in reducing misconceptions. Building students’ understandings of complex systems and interactions is a priority, and educators should possess a deep understanding of theoretical knowledge. Critical thinking skills should be taught as part of VET courses, with trainers modelling critical thinking skills.

KEYWORDS:

• Education
• critical thinking
• pedagogy
• correction

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

The first author received funding through an Australian Government Research Training Program scholarship.

Notes on contributors

Daniel Jolley

Daniel Jolley is a VET trainer in fitness and sports development qualifications. His previous research is in exercise physiology.

Melissa Davis

Melissa Davis is a clinical psychologist, who teaches in undergraduate and Masters programs. Her research interests are in assessment and feedback, and the psychology of teaching and learning.

Andrew P. Lavender

Andrew P. Lavender has previously conducted research in exercise physiology and motor control. He currently teachers motor control in the undergraduate exercise science program at Curtin University.