The state of research in teaching and learning of sport and exercise science: A scoping review

Evidence based pedagogy in Higher Education (HE) requires accessible collation of evidence. This study aims to collate and map the evidence that exists in teaching the unique discipline of sport and exercise science (SES). A systematic search of three electronic databases (SportDiscus; Web of Science; ERIC) for peer reviewed original articles evaluating pedagogical approaches in SES related disciplines in HE was performed. Abstracts and subsequent full-text articles were screened by dual reviewers and data extracted (article characteristics, topic and outcome measures). Literature quality was assessed using the Mixed Methods Appraisal Tool (MMAT). 44,447 articles were identified, 509 eligible for full text assessment and 156 for inclusion. Most were conducted in the USA, UK and Spain. Study designs were primarily quantitative although qualitative and mixed methods approaches were evident. Articles were published in a large range of journals, 88 in total, with a single publication in 62 journals. The most common topic category was student experience, followed by teaching methods. Articles on eLearning, student learning and achievement and attainment were also prevalent. MMAT quality checks revealed 61% were deemed high quality and 25% satisfactory. Aside the surge of literature on the impact of Covid-19 the research is diverse, without a saturation of any facet of pedagogic research in the SES field. Further research specific to SES students is required in all areas however, there are specific gaps in terms of research on ‘diversity and inclusion’ and ‘access to higher education’ which need to be filled.