Embedding multidisciplinary learning into sport and exercise science degree provision

The purpose of this study was to understand the student experience on multidisciplinary modules combining biomechanics, physiology and psychology rather than these disciplines being taught separately. Using a mixed-methods cross sectional study design, thirty-nine students completed a questionnaire at the end of two 12-week modules. In the section of the survey exploring module belonging, engagement and self-confidence, over 70% of students reported positive perceptions of motivation, learning expectations, and staff relationships, and 20% agreed with having some concerns about the module related to difficulty and their own ability. Perceptions were mixed when answering questions about value creation. Whilst most (70%) students believed it was beneficial for their knowledge and skill development, only approximately half agreed that the approach was beneficial for their own practice, changed their perspective on practice, and that multidisciplinary teaching and working with others was beneficial. Open-text responses were predominantly positive, with negative comments directed mainly to experiences of group work. In conclusion, our findings suggest there may be a place in undergraduate sport degrees for the inclusion of such multidisciplinary modules, but students require guidance to recognise the relevance to their development and applied practice.