298
Views
4
CrossRef citations to date
0
Altmetric
Refereed Papers

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

ORCID Icon, &
Pages 267-277 | Received 31 Jul 2018, Accepted 10 Oct 2018, Published online: 07 Mar 2019

References

  • Abrami, P. C., Bernard, R. M., Borokhovski, E., Waddington, D. I., Wade, C. A., & Persson, T. (2015). Strategies for teaching students to think critically: A meta-analysis. Review of Educational Research, 85(2), 275–314.
  • Ahopelto, I., Mikkilä-Erdmann, M., Olkinuora, E., & Kääpä, P. (2011). A follow-up study of medical students’ biomedical understanding and clinical reasoning concerning the cardiovascular system. Advances in Health Sciences Education, 16(5), 655–668.
  • Anderson, J. (2005). Stretching before and after exercise: Effect on muscle soreness and injury risk. Journal of Athletic Training, 30(5), 218–220. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1250267/
  • Australian Qualifications Framework Council. (2013). Australian Qualifications Framework. Retrieved from https://www.aqf.edu.au/sites/aqf/files/aqf-2nd-edition-january-2013.pdf
  • Badenhorst, E., Mamede, S., Hartman, N., & Schmidt, H. G. (2015). Exploring lecturers’ views of first-year health science students’ misconceptions in biomedical domains. Advances in Health Sciences Education, 20(2), 403–420.
  • Bandias, S., Fuller, D., & Pfitzner, D. (2011). Vocational and higher education in Australia: A need for closer collaboration’. Journal of Higher Education Policy and Management, 33(6), 583–594.
  • Barnes, K., Desbrow, B., & Ball, L. (2016). Personal trainers are confident in their ability to provide nutrition care: A cross-sectional investigation. Public Health, 140, 39–44.
  • Bloom, P., & Weisberg, D. S. (2007). Childhood origins of adult resistance to science. Science, 316(5827), 996–997. Retrieved from http://www.jstor.org/stable/20036275
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
  • De Lyon, A. T. C., & Cushion, C. J. (2013). The acquisition and development of fitness trainers’ professional knowledge. Journal of Strength and Conditioning Research, 27(5), 1407–1422.
  • DeGolier, T. F. (2010). Using critical-thinking skills to substantiate or challenge controversial claims endorsing a myriad of weight-loss products. The American Biology Teacher, 72(9), 545–550.
  • Dekker, S., Lee, N. C., Howard-Jones, P., & Jolles, J. (2012). Neuromyths in education: Prevalence and predictors of misconceptions among teachers. Frontiers in Psychology, 3, 1–8.
  • Duellman, M. C. L., Lukaszuk, J. M., Prawitz, A. D., & Brandenburg, J. P. (2008). Protein supplement users among high school athletes have misconceptions about effectiveness. Journal of Strength & Conditioning Research, 22(4), 1124–1129.
  • Fitness Australia. (2016). Profile of the fitness industry in Australia. Retrieved from https://fitnessaustralia.s3.amazonaws.com/uploads/uploaded_file/file/133393/FAUS749-Industry-Report-2016-Section-1-Digital.pdf
  • Gonczi, A., & Hager, P. (2010). The competency model. International Encyclopedia of Education, 8, 403–410.
  • Hughes, S., Lyddy, F., Kaplan, R., Nichols, A., Miller, H., Saad, C. G., … Lynch, A.-J. (2015). Highly prevalent but not always persistent: Undergraduate and graduate student’s misconceptions about psychology. Teaching of Psychology, 42(1), 34–42.
  • Jacobs, G. (1989). Word usage misconceptions among first-year university physics students. International Journal of Science Education, 11(4), 395–399.
  • Kieffer, H. S. (2008). Myths and truths from exercise physiology. Journal of Physical Education, 79(8), 23–25.
  • Kowalski, P., & Taylor, A. K. (2009). The effect of refuting misconceptions in the introductory psychology class. Teaching of Psychology, 36(3), 153–159.
  • Lewandowsky, S., Ecker, U. K. H., Seifert, C. M., Schwarz, N., & Cook, J. (2012). Misinformation and its correction: Continued influence and successful debiasing. Psychological Science in the Public Interest, 13(3), 106–131.
  • Malek, M. H., Nalbone, D. P., Berger, D. E., & Coburn, J. W. (2002). Importance of health science education for personal fitness trainers. Journal of Strength and Conditioning Research, 16(1), 19–24.
  • Meyer, J., & Land, R. (2003). Threshold concepts and troublesome knowledge: linkages to ways of thinking and practicing within the disciplines. Retrieved from https://www.colorado.edu/ftep/sites/default/files/attached-files/meyer_and_land_-_threshold_concepts.pdf
  • Michael, J. A., Richardson, D., Rovick, A., Modell, H., Bruce, D., Horwitz, B., … Williams, S. (1999). Undergraduate students’ misconceptions about respiratory physiology. Advances in Physiology Education, 22(1), 127–135.
  • Morton, J. P., Doran, D. A., & MacLaren, D. P. M. (2008). Common student misconceptions in exercise physiology and biochemistry. Advances in Physiology Education, 32(2), 142–146.
  • Nickerson, R. S. (1998). Confirmation bias: A ubiquitous phenomenon in many guises. Review of General Psychology, 2(2), 175–220.
  • O’Dea, J. A. (2003). Consumption of nutritional supplements among adolescents: Usage and perceived benefits. Health Education Research, 18(1), 98–107. doi:10.1093/her/18.1.98
  • Sherman, S. J., Zehner, K. S., Johnson, J., & Hirt, E. R. (1983). Social explanation: The role of timing, set, and recall on subjective likelihood estimates. Journal of Personality and Social Psychology, 44(6), 1127–1143.
  • Stacey, D., Hopkins, M., Adamo, K. B., Shorr, R., & Prud’homme, D. (2010). Knowledge translation to fitness trainers: A systematic review. Implementation Science, 5(1), 28–36.
  • Taber, K. S. (2001). The mismatch between assumed prior knowledge and the learner’s conceptions: A typology of learning impediments. Educational Studies, 27(2), 159–171.
  • Tiruneh, D. T., Verburgh, A., & Elen, J. (2014). Effectiveness of critical thinking instruction in higher education: A systematic review of intervention studies. Higher Education Studies, 4(1), 1–17.
  • Tversky, A., & Kahneman, D. (1974). Judgment under uncertainty: Heuristics and biases. Science, 185(4157), 1124–1131.
  • Zenko, Z., & Ekkekakis, P. (2015). Knowledge of exercise prescription guidelines among certified exercise professionals. Journal of Strength and Conditioning Research, 29(5), 1422–1432.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.