Sport and recreation, Academic Literacy, Student Engagement, Relevance
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Degrees in sport and recreation provide students with an opportunity to develop industry-relevant skills that include discipline literacy. However, student success in this discipline tends to fall below that of others. In response to this issue in the context of an academic literacy course, we surveyed 100 sport and recreation students about their academic engagement in relation to accessing course resources, and their affective engagement through their perceptions of course relevance to their degree and future profession. The findings indicated some behavioural engagement with frequent tutorial attendance but not with online lecture modules. Perceived relevance was limited, as the academic literacy course was seen by students as largely irrelevant to their degree and future profession. These findings offer insights for the development of teaching and learning strategies for sport and recreation students. This research contributes to the limited body of literature in this area and exposes a gap for future research.