The LOCON group that I teach at Westminster College are generally made up of weaker students, so this research could be of great value, in terms of guiding them towards their maximum potential. One reason why they are weak students is that they are not able to learn actively. When the weakest students learn how to learn and think, their performance improves drastically.
My experience of observing and teaching practical classes at Westminster College helped me with my research as it gave me a first hand experience of what it is like to be in a practical class and to teach one. I was able to reflect on what had been successful, as well as unsuccessful. From an observational point of view, I could also discover what the learners, and what I personally enjoyed or disliked.
Hopefully, Westminster College will benefit from this research because I will have a greater understanding of how to teach practical work, but more importantly, it will help me to understand the learners' needs and how to meet them, hopefully in an active and enjoyable manner. This will inevitably help the learners to have a greater understanding and competence in the subject. .
INTRODUCTION.
I am currently a beginning teacher at Westminster College (Paddington Green Site), situated in the inner city of London. The students are aged sixteen and above, with most of the students between the ages of sixteen and eighteen.
Having worked with these students for some time, I have reached the conclusion that there is no one specific type of student that chooses to follow a Sports Science course. However, one rather interesting fact is that the ratio of males to females is about 4: 1 in favour of the males. This may be a reflection of a society in which the majority of the sports covered by the media, in newspapers and on television for example, are predominantly male orientated.
On the other hand it may be a fault of the educational system.
