The Predicted Factors of Cognitive and Affective Learning at the Level 1 Sports Science Course by the Malaysian National Sports Council
Pertinent to Sports Science Course’s role as a coach learning program, it is important to look at factors that influence learning acquired of the participants. According to Kraiger, Ford and Salas (1993), learning acquired by the participants of training program consists of cognitive, affective a...
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| Format: | Thesis |
| Language: | English English |
| Published: |
2009
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| Online Access: | http://psasir.upm.edu.my/id/eprint/5704/1/FPP_2009_17.pdf http://psasir.upm.edu.my/id/eprint/5704/ |
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| Summary: | Pertinent to Sports Science Course’s role as a coach learning program, it is important to
look at factors that influence learning acquired of the participants. According to Kraiger,
Ford and Salas (1993), learning acquired by the participants of training program consists
of cognitive, affective and skill. Based on the theoretical approach of Sports Science
Course, participants for this program are predicted to obtain cognitive and affective
learning domains. This study employed the “Learning Transfer System Inventory
(LTSI)” by Holton and Bates (1998) which was previously used in the Human Resource
Development context (Holton, Naquin and Holton, 2003; Yaghi, Goodman, Holton and
Bates, 2008) but has never been tested in the sports context. LTSI model has indicated
that learning is influenced by individual, motivation, ability and environment factors.
The objective of this study was to identify the predicting factors which are individual,
motivation, ability and environment towards cognitive and affective learning among participants of Sports Science Courses conducted by the National Sports Council. This
study is descriptive in design and researcher does not have control over the variables. A
total of 204 participants who attended the Level 1 of Sports Science Course involved in
this study. Analyses used in this study are percentage, frequency, mean, standard
deviation, Confirmatory Factor Analysis, Pearson Moment Correlation, Stepwise
Regression and Structural Equation Modelling.
Findings showed that there are three factors at high level which are individual (mean =
4.01), motivation (mean = 4.13), ability (mean = 3.74) and one factor at moderate level
which is environment (mean = 3.58). Cognitive learning was found as moderate (mean =
49.80) while affective learning as high (mean = 3.95) levels. Correlation analysis found
significant relationship between environment factor (r = -.14, p < 0.05) with cognitive
learning, while affective learning was found to have significant relationship with
individual (r = .49, p < 0.05), motivation (r = .36, p < 0.05), environment (r =.32, p <
0.05) and ability (r = .28, p < 0.05) factors.
Regression analysis showed significant influences of motivation and environment
factors on cognitive learning, while individual factor was found to significantly
influenced affective learning. The application of Structural Equation Modelling on all
variables indicated individual factor to has direct effect (.49) on affective learning, while
motivation (.26) and environment factors (.11) were found to have indirect effects
towards affective learning. This study concludes that: 1) the identified model proposes learning in sports context to
be geared toward more of affective learning, and 2) roles of individual, motivation and
environment factors must be considered for learning program in sports context due to
their effects on affective learning. Further research can be explored to examine the
identified model using various areas related to adult education program. |
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