A Case Study: Student's Motivation and Expectation in taking Sports Law Course
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CONTRIBUTORS:
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CONFERENCE NAME:
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CONF. LOCATION:
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Gainsville, FL.
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CONFERENCE YEAR:
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2003
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PUB TYPE:
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Conference Presentation
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SUBJECT(S):
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Sports Law, Motivation and Curriculum
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DISCIPLINE:
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Recreation, Sports & Leisure Studies
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HTTP:
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LANGUAGE:
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English
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PUB ID:
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103-388-042
(Last edited on
2003/08/05 16:35:19 GMT-6)
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SPONSOR(S):
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ABSTRACT:
Why are some students so eager to learn and ready to work? Why are others totally uninterested? Ability may account for part of the answer, but other significant factors are motivation and expectation.
“Effective learning in the classroom depends on the teacher’s ability…..to maintain the interest that brought students to the course in the first place.” (Ericksen, 1978). Whatever level of motivation students bring to the classroom will be transformed, for better or worse, by what happens in that classroom.
In this study, the researcher identified those aspects of teaching situations that enhance the student’s motivation and expectation in a Sports Law class. The researcher used triangulation qualitative research methods (heuristic inquiry, observation and interview) and a quantitative research method (Likert scale-like survey) to discover what are the motivations and expectations among students and what Sports Law topics student prefer. According to Hoch (1985), while the term “Sports Law” has been used as a catch-all phrase to identify sports-related cases being submitted to the courts for resolution, no substantive definition of this phenomenon has been forthcoming. In addition, there is lack of research on the components of a Sports Law course. The study shows that students take Sports Law course because they believe what they learn will be directly applicable to their future career.
The result will provide for the future study for designing the best curriculum for undergraduate student whose major in sports management program.
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