A prelab video of physical capacity test to promote active learning and efficient teaching

Abstract

The laboratory exercises for the maximal and sub-maximal oxygen uptake have been run since 2006. In terms of student learning situation, the problem has been that the students came to the laboratory without reading the instructions for the exercises and therefore without preparation although the students were told to do so. Since one of the tests is a maximal test (until exhaustion), there are risks involved during the exercises. Consequently, exercise leaders need to give instructions and to explain procedures and equipment, which is termed “the traditional tutor-led laboratory experience” by Morton (2008). On the other hand, it is not easy for the students to understand the procedure, potential risks and equipment such Metamax, face mask used to measure O2 consumed and CO2 produced by only reading the instruction texts. If students come to laboratory unprepared, active student centered deep learning might not be possible (Michael, 2006; Morton, 2008; Price, 2011). The unprepared students may also be overwhelmed by higher cognitive workloads and focus more on procedures rather than to reflect on theories (Winberg and Berg, 2007). Some of the students were not interested in participating in the maximal oxygen uptake test as it was voluntary (presence in the lab and sub-maximal oxygen uptake test were compulsory). Therefore the last two aims of the laboratory exercises (Experience own body’s reactions during intensive work; Know personal relationship between heart rate and oxygen uptake at various physical activity levels.) cannot be achieved. When students come to the lab unprepared, there may be a higher risk and more time consuming both for students and for teachers. The teachers have to give instructions and explain the procedure and equipment. This has to be repeated many times due to the fact that the test is performed in a group consisting of two students. It is therefore not efficient in teaching. In view of the above problems, it is necessary to engage students to be more actively in the preparation before the laboratory exercise, to stimulate their interests, to promote deep learning, and to use information technology and digital resources to instruct test procedures, equipment, potential risks, and for teachers to teach more efficiently and to save time.