Teaching and Learning in Human Movement Science in South Africa

Scoping Review and Community of Practice Insights

Abstract

Many Human Movement Science (HMS) lecturers in South Africa seek to implement evidence-based teaching practices to improve student success, yet little research explores whether SoTL literature meets their needs. This study examines how Scholarship of Teaching and Learning (SoTL) literature in Biokinetics, Sport Science, Coaching Science, Recreation Sciences, and Kinderkinetics aligns with the needs of a Community of Practice (CoP) at a South African university. A scoping review of SoTL publications (2013–2024) identified 35 articles categorised into seven themes. Findings were compared with qualitative insights from three Action Learning Set (ALS) meetings conducted using a Participatory Action Learning and Action Research study design. The analysis revealed gaps in understanding HMS students and the mental well-being of both lecturers and students, along with challenges in blended learning. Potential solutions include re-evaluating entry requirements, integrating reflective exercises, fostering professional identity through authentic learning, incorporating psychometric assessments, and deploying early diagnostic tools to identify at-risk students. Blended learning strategies like team-based learning may enhance student engagement. Furthermore, collaborative efforts by students, lecturers, and experts may support teaching practices. These findings extend beyond South Africa, offering practical steps for addressing a CoP’s needs through literature and ALS meetings. Future research should involve a broader range of higher education settings and integrate diverse perspectives within Communities of Practice to further refine evidence-based teaching strategies.