Delivering Numerical Methods to Sports Science Students Barbara Cogdell & Ron Baxendale Faculty of Biomedical and Life Sciences University of Glasgow

Introduction Management of numerical data is very important for Sports Science students –Fitness testing –Body composition –Interpretation of research findings –Research projects –Biomechanics –Statistics

Students Level 3 of a 4 year honours degree in Physiology and Sports Science Between 35 and 140 students each year Most but not all have Higher maths –Wide range from Standard Grade to University Level 2 First 2 years shared course with other Biological Science students

Original Course Lecture course “Quantitative Physiology” 10 weeks of 2 hours per week Taught together with other human biology students in large group BUT not liked by students –Hard –Didn’t like being taught maths –Didn’t see the point

Current course: Data Management No formal lectures Lasts 5 weeks Students given 1 problem per week – ed out on a Monday –handed in by Friday lunchtime Problems marked with feedback –returned on Monday or Tuesday Drop in session on Wednesday Question on degree exam paper

Skills to be acquired Presentation of data – graphs Interpretation of graphs Normal values of physiological variables Units of measurement Simple calculations Use of Excel

Key factors Active Problems specific to Sports Science Quick feedback Drop-in sessions for those who need help, while those who find problems easy do not have to attend Students realise that they need numerical skills by this stage in their course Name doesn’t sound like maths

Example of problems Attached is a set of data recorded from a 55 year old male who weighs 80 kilos. The test is a familiar one where he pedals on an exercise cycle ergometer against progressively greater resistance. Heart rate and oxygen consumption are measured. On one side of A4, please draw: 1. A graph showing heart rate and oxygen consumption throughout the test. 2. A graph showing the relationship between heart rate and oxygen consumption. 3. Write a sentence to tell me what his maximum oxygen consumption in ml/kg/min is and how fit you think he is.

Approach to marking Problem - students not used to being completely accurate and correct Therefore marking must pick up all mistakes Feedback must be prompt

How did it work? This year 36 students 100% of problems completed. No late work Quality of graph plotting improved Students handing-in identical work Easy to spot as identical Excel graphs impossible Some collaboration should be encouraged Use multiple data sets

Feedback from students Some students still don’t like Data Management BUT some praise “Its the most effective way of learning computer based skills I feel.”