Self-efficacy theory applied to undergraduate biomechanics instruction

Abstract

Undergraduates are usually required to complete one or more biomechanics courses in a movement science curriculum. Students often avoid taking this course, perhaps because they have a reduced perception of success due to low self-efficacy with the perceived content, particularly related to mathematics. Student learning may be increased through the self-efficacy theory constructs of performance accomplishments, vicarious experiences, verbal persuasion, and emotional arousal. Within these, instructors may enhance student learning by: increasing students’ perception of the content's application, reducing the use of technical equipment, utilizing modern presentation technologies, and emphasizing qualitative understanding. This paper will detail each of these.