Authors : Sasithorn Nirantranon and Wanit Nirantranon
Abstract: The research objectives were to analyze and synthesize the opinions toward the principles, original concept, current states of curriculum and suggestions for prospective sport science curriculum of the institute of Physical Education. A combined qualitative and quantitative research process were divided into 3 periods and 8 steps by using triangulation of sources and method triangulation. The collecting data methods consisted of survey, in-depth interview, non-participant observation and curriculum document analysis. The samples were 48 instructors, 200 students, 85 employers and 5 experts in sport science program. The highlights of the research were: analysis on curriculum and implementations revealed that the aim of curriculum is to produce learners to be knowledgeable and capable in sport science, to be moral, ethical and enjoyable working. The structure of curriculum is on standard in higher education especially, general education and specific courses are the most suitable. Besides the credits, contents, instructors, education management and extra curriculum activities are very suitable. The roles of the instructors are very important but most of them are physical education majors. However, learners prefer practice to theory in teaching process. Five suggestions of prospective sport science curriculum are proposed as follows: the aim of curriculum should produce learners to be the leaders in sport science and have great skills for their research. Structure of curriculum should be 135-145 credits. Instructors should be the experts in sport science and show positive attitude to their research. Learners should be based on the philosophy in sport science, learn experiences with emphasis on learning by doing and keep goals toward their research. Qualification of learners should be responsible, skillful, cooperative, knowledgeable in sport science and good communicative as well. Employers require the graduates who cannot only teach but also suggest in exercise correctly. Moreover, they should have good personalities as well as relationships.
Sasithorn Nirantranon and Wanit Nirantranon, 2009. Theory to Practice: Prospective Sport Science Curriculum of Institute of Physical Education. The Social Sciences, 4: 654-656.
INTRODUCTION
The curriculum development, which responds to the current social change makes education be more quality. In addition, with the weak Thai educational system, the learners could have no satisfaction to their study and don’t know how to adopt theory to practice too (Supitr, 2001a). So, the development of sport science curriculum by adoption knowledge in theory to practice, which relations to the workforce requirement.
Now-a-days sport science curriculum teaching learning provision would be adopted theory to practice with ethical and moral values (Ministry of Education, 2005). According to the educational reform, it is a strong need to manage the curriculum, which is based on philosophy of teaching and learning by adoption theory to practice systematically (George, 1975). It is necessary to change the curriculum to be update by supporting learners to express their views in the overall and profit of people professional. Therefore, the new learning and teaching provision would enhance the ability of learners to think, perform and solve problems well (Boonchom, 2006) indicated that the importance of curriculum should emphasize on basic of professional philosophy and linking theory to practice and also, suggested that the responding among curriculum, philosophy, mission and the concerned persons’ opinions are very important for higher education professional standards (Sports of Authority of Thailand, 2001). This research is aimed how to sport science curriculum should be. Researchers have collected the opinions of the senior leaders, instructors, students, employers and the experts at the macro-level (Supitr, 2000). The prospective sport science curriculum should produce the graduates’ attribute for social and workforce needs. It is the point of the development of sport science curriculum to the academic excellence, which is as standard as the other programs (Curren, 1999; Kreutz, 1979; Sasithorn, 2006; Overtoom, 2000; Tin, 2001; Wisit, 2008; Supitr, 2001b).
The purpose of the study analyzed on principles, concepts and expectations toward sport science curriculum of the Institute of Physical Education. Synthesize on opinions of experts, instructors, students and employers concern to sport science curriculum management of the Institute of Physical Education. Synthesize on components of sport science curriculum management, which based on the actual condition.
MATERIALS AND METHODS
There were three periods in this study by using triangulation of sources and method triangulation as follows:
Period 1: Analyze on principles, concepts and expectations toward sport science curriculum of the Institute of Physical Education.
Period 2: Study the actual teaching process.
Period 3: Analyze data from period 1-2 to the quantity research by survey.
RESULTS AND DISCUSSION
| • | All learners prefer practice to theory |
| • | Instructors prefer teacher-centered to student centered in teaching process |
| • | Environment of institutions are perfect for studying especially, practical courses, which are more standard than other universities |
Problems of curriculum to instruction:
| • | Curriculum administration |
| • | Lacking of experts |
| • | Having few students |
| • | Dropping-out some students |
| • | Less budgeting |
| • | The out of date curriculum cannot produce the graduates’ attributes |
| • | Some instructors are not responsible to their duties |
| • | Most of students are not only weak in academic but also inactive |
Prospective sport science curriculum
| • | Graduates’ attributes should be able to: |
| • | Work with others happily |
| • | Acknowledge in sport science |
| • | Use computer and technology |
| • | Communicate in Thai Language and English well |
| • | Plan and manage in sport science activities |
| • | Analyze data systematically |
| • | Be good personalities |
| • | Be moral and ethical |
| • | Prospective instructors should be able to: |
| • | Expert in academic |
| • | Show positive attitude to their research |
| • | Be good model for living |
| • | Respond to teaching emphasis on discussion with learners |
| • | Prospective learners should be able to: |
| • | Understand the aims and philosophy of sport science well |
| • | Have positive thinking in their research |
| • | Think and analyze by themselves |
| • | Needed courses of prospective sport science curriculum are as follows: |
| • | Core Course in Science: Biology, Physics, Health, Anatomy and Physiology |
| • | Foundations of Research |
| • | Thai Language and English |
| • | Personality Development |
| • | Computer and Technology |
| • | General Psychology |
| • | Business Administration |
| • | Extra Course in Sport Science: Massage and Therapy, Physical Fitness Testing, Rehabilitation and Physical Conditioning and Prevention and First Aid in Sport Injuries |
CONCLUSION
Five suggestions of prospective Sport Science curriculum are proposed as follows:
| • | The aim of curriculum should produce learners to be the leaders in sport science and have great skills for their research |
| • | The structure of curriculum should be 135-145 credits |
| • | Instructors should be the experts in sport science and show positive attitude to their research. Learners should be based on the philosophy in sport science, learn experiences with emphasis on learning by doing and keep goals toward their research |
| • | Qualification of learners should be responsible, skillful, cooperative, knowledgeable in sport science and good communicative |
| • | Employers require the graduates who cannot only teach but also suggest in exercise correctly. Moreover, they should have good personalities as well as relationships |
SUGGESTIONS
| • | Administrators should solve problems as follows: |
| • | Recruiting quality learners who have basic of science to study in sport science right on target |
| • | Prevention dropping-out students by the quality instruction management |
| • | Instructor development with training and seminar especially, courses are still lacking in instructors |
| • | Increasing the quality and sufficient instructors in sport science |
| • | Inviting the experts in sport science of the Institute of Physical Education to be resource persons to other campuses |
| • | Administrators should solve problems in longer terms as follows: |
| • | Budget should be sufficient to the administration management |
| • | Lectures should be supported in scholarships for studying abroad |
| • | There has a sport science network with focus on supporting higher educations to strengthen their programs by sharing with other universities |
| • | Knowledge of science and technology should be adopted to sport science curriculum management of the Institute of Physical Education |