By Stuart G. McMahon, Peter Smolianov, and Steven P. Dion
Sport & Movement Science Department

Being concerned with the domination of hyper-commercial enterprises and the lack of concern for the public within the sport industry, Amis & Silk (2005) indicated the need to more closely connect our classrooms with the challenges faced on the streets and to intervene in local communities in order to promote social improvement. Therefore, the key objective of a project that we have developed at Salem State College is for students to demonstrate their ability to develop systematic sport management solutions to social problems. The concept of interdisciplinary teaching is an educational model that can accomplish this objective. As Chen et al. (2005) indicated, the interdisciplinary collaboration between faculty can provide positive outcomes for all involved. According to Dyer (2003), in an interdisciplinary approach faculty members share the lead responsibilities; collaboratively assess student learning needs that guide course implementation through review of assignments, open class review sessions, and in-class student participation; plan collaboratively; and share the responsibility for course and student outcomes. The purpose of this paper is to share our experience in developing such a project and discuss its implications for motivating students as learners.

The initiative began with three faculty members from the Sport and Movement Science Department at Salem State College (the authors) and involved students designing and programming an outdoor fitness facility. The initiative was well received by the City of Salem’s Recreation Department and the Mayor of Salem in the spring of 2007.

Outdoor fitness grounds can be a useful alternative to indoor gymnasiums. Increasing amounts of time spent indoors contribute to the development of allergies and asthma afflicting over 57 million Americans (Cheket-Hanks, 2003). Outdoor fitness facilities can help with the current obesity trends in our youths and adults. If we have many visible outdoor facilities supported by instructional programs, available at no cost at any time to anyone, effective and positive outcomes for physical education, school sport, and the community are expected (Lindsay, 2005). Our interdisciplinary student project was to build such a facility and provide schools, community groups, and individuals with strategies for organizing outdoor fitness competitions and exercise programs. The students’ plan drew on their knowledge and experiences in four classes. Student groups in the SMS 490 (Facility and Event Management, fall 2007) class competed for the best facility and event development plan. Groups in SMS 390 (Legal Issues in Sport Science, fall 2007) competed for the best risk management plan. Groups in SMS 391 (Financial Aspects of Sport Industries, fall 2007) competed for the best grant seeking proposal which will be submitted to a local bank’s community foundation. Groups in SMS 361 (Issues in Public and Community Health, spring 2008) competed for the best programming plan which will be used to optimize the use of the facility.

Student groups competed by presenting the following elements of their proposal.

Concept: The project envisions an outdoor fitness ground with basic conditioning facilities including but not limited to bars for pull-ups, push-ups, dips, sit-ups, inverted rows and back extensions. The facility would service college and school athletes, as well as all students and community members, particularly those who cannot afford gym memberships and instruction. Salem State College students, partnering with SSC faculty, athletic staff, the City of Salem Recreation Department, and contractors would design and build the new facility by using disposed, donated and recycled materials, such as pipes and wood left from construction, as well as scrap metal and wood from junk yards. If the fitness grounds were built in the suggested public parks, the City of Salem Recreation Department would maintain the exercise areas. Students would develop activity programs for schools and the local community. Faculty members would provide ongoing education of how to use the facility for regular exercises through activity courses, wellness seminars, and clinics.

Rationale: The project’s purpose is to provide a positive influence on community health, productivity, social harmony, and quality of life through fresh air exercise available 24/7 for all. Salem State College athletic teams could improve their performance through outdoor conditioning, and serve as role models encouraging community members to exercise. Salem State College and the City of Salem would show leadership as environmentally aware providers of fitness and health for all. In line with its goals, Salem State College would be contributing to a project designed to reduce income, wealth, and power disparities within the community.

The students collaborated with their counterparts from different classes to exchange research and planning information. The students also demonstrated their ability to seek assistance within the college and from external organizations. Finally, students used theoretical knowledge (gained from each class) to develop and structure their proposals (Wiggins, 1990). The students entered their proposals and presentations in a competition judged by the Mayor of Salem, the City of Salem Recreation Department, the Salem State College Athletic Department, and SMS faculty members. The review committee assessed the student submissions based on quality and thoroughness of research, analytical and creative work, relevance of facts, use of theory, and the quality of presentation. One proposal from each class (student group) gained the winning bid for best Facility Design, best Risk Management Plan, best Sponsorship Proposal, and best Fitness/Wellness Plan.

We hope that the facilities will be built and programs will commence in the near future. As of this writing, our project is in the grant-seeking stages. In the first month of the project, student groups presented their draft ideas and debated options for the facility locations, types of programs, equipment needed, and sources of material and labor. The initial stage indicated that when charged with a project that is authentic yet competitive, students’ enthusiasm, involvement, creativity, responsibility, and cooperative efforts increase. When students are charged with applying their coursework to improve the quality of life in their community, they become enthusiastic learners and viable stakeholders in society.

This article is part of ASpect’s December 2009 issue on interdisciplinarity.

References

Amis, J., & Silk, M. 2005. Rupture: promoting critical and innovative approaches to the study of sport management. Journal of Sport Management 19(4): 355-366.

Cheket-Hanks, B. 2003. Asthma, allergies, and IAQ products. Air Conditioning Heating & Refrigeration News 218(11): 9-11.

Chen, W., Purcell Cone, T., & Cone, S. 2005. A collaborative approach to developing an interdisciplinary unit. Research Quarterly for Exercise & Sport 76(1), Supplement, A66.

Dyer, J. A. 2003. Multidisciplinary, interdisciplinary, and transdisciplinary educational models and nursing education. Nursing Education Perspectives 24(4): 186-188.

Lindsay, I. 2005. Local partnerships for the new opportunities for PE and sport initiative: a policy network analysis. Paper presented at the 13th Congress of European Association for Sport Management, Newcastle, England.

Wiggins, G. 1990. The case for authentic assessment. Practical Assessment, Research & Evaluation 2(2). Retrieved October 29, 2007 from http://PAREonline.net/getvn.asp?v=2&n=2.