CURRICULUM
Designing a wellness and performance curriculum that caters to the cognitive, affective, and psychomotor domains requires a holistic approach that takes into consideration the student-athlete’s needs and abilities. Below is a basic outline of our curriculum aimed at developing student-athletes in these three domains:
COGNITIVE DOMAIN
The cognitive domain focuses on intellectual skills, including knowledge acquisition, comprehension, analysis, synthesis, and evaluation. Some of our strategies to develop this domain include:
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Lecture-based instruction: This involves the use of lectures, presentations, and discussions to deliver information to student-athletes.
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Inquiry-based learning: This approach encourages student-athletes to question and investigate ideas, theories, and concepts. It includes problem-based learning, case studies, and open-ended inquiry.
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Technology-based learning: The use of technology to facilitate learning, including online mini-courses, multimedia presentations, and simulations.
AFFECTIVE DOMAIN
The affective domain involves emotional development, including attitudes, values, and beliefs. Some of our strategies to develop this domain include:
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Role-playing: This technique allows student-athletes to practice social skills and empathy by assuming a leadership role and taking on different perspectives and situations.
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Group activities: Group activities that promote teamwork, communication, and collaboration help to develop social skills and emotional intelligence.
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Reflection and self-assessment: Student-athletes can reflect on their experiences and assess their progress toward their goals. This practice helps them become more self-aware and develop a sense of self-efficacy.
PSYCHOMOTOR DOMAIN
The psychomotor domain focuses on physical skills, including fine and gross motor skills. Some of our strategies to develop this domain include:
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Hands-on activities: Activities that involve physical manipulation of the environment, such as movement exploration, fieldwork, and even technical and tactical review, can develop student-athletes motor skills.
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Physical training and sport: Physical training activities and sports can help student-athletes develop their gross motor skills, as well as teamwork, sportsmanship, and leadership skills.
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Service learning: Service learning projects involving physical labor, such as campus projects or intramurals, can develop students' psychomotor skills while fostering community involvement.
A curriculum that develops students in the cognitive, affective, and psychomotor domains should include a variety of strategies that cater to different learning styles and abilities. It should also be flexible and adaptable to accommodate student-athletes individual needs and interests. Development across learning domains is essential for holistic development, overall wellness, and performance.
