Evaluating sport psychology teaching through action research

In recent years, there has been a growing emphasis on action research (Norton, 2009), accompanied by an increasing focus on staff evaluation. This paper aimed to evaluate a single teaching session of a new member to the profession. Forty-three second year undergraduate students responded to a standard teaching evaluation form and the ‘Stop, Start, Continue’ method (Angelo & Cross, 1993) of evaluation. The results revealed that students were particularly concerned with issues surrounding interaction, relevance to assessment and practical work. The findings are discussed in terms of their implications for teaching practice & 2012 Elsevier Ltd. All rights reserved.