Comparison between student centered (classroom technology) versus lecturer centered (hands-on) learning approach in physical conditioning short course

Problem Statement: Physical conditioning related course has been widely accepted as one of the fundamental courses for any exercise science or physical education programs or certifications. However, the teaching and learning approach are varied between one lecturer/instructor to another. Many physical conditioning courses conducted still relies on theoretical classroom approach and sometimes mix with a bit of lecturer-centered practical classes. Thus, questions arise whether a hands-on purely experiential student-centered approach may provide the best outcome. Thus, this research is proposed. Objectives: To compare outcome of experiential student-centered learning method versus classroom lecturer-centered learning method applied during physical conditioning related short course. Research Methodology: Thirty-five participants recruited for the purpose of the study. Participants were divided into two groups (experiential and classroom). Both groups participated in a course focusing on basic concepts of strength training basics exercise techniques. Pre and post learning assessment using squat’s Movement Competency Screening (MCS) were conducted to determine learning outcome, based on ability to perform the movement appropriately. Results were compared statistically to serves the objectives of the study. Outcome: Result of this study indicated that no significant changes existed between pre and post learning process in both experiential and classroom approaches. Future Studies: Other variables that should be tested in the future may be the duration of actual practices effect on improving technical skills capabilities, as it seems learning alone without sufficient practice time will not improve technical skills capabilities. Impact: At this stage, it can safely be said that strength and conditioning educators can used both learning methods, but more practice time need to be allocated, even outside the learning sessions to assist mastery of technical skills.