5: Problem-Based Learning in Sport Psychology

This chapter explores the application of problem-based learning (PBL) within sport and exercise psychology education, highlighting its potential to enhance problem-solving, reflective practice, and employability skills. Sport psychology training is argued to require applying theory to practice in complex, real-world contexts where multiple solutions may be equally valid. PBL is presented as a pedagogical approach that fosters autonomy, critical thinking, and decision-making by engaging students in authentic scenarios and encouraging deep reflection on both process and outcome. Two models are introduced to guide implementation: the SPORT (Set Problem, Observe, Research, Time to Reflect) model, which structures tasks around discussion, investigation, reflection, and evaluation, and the AGED framework (Authentic tasks, Growth mindset, Emotion regulation, Deliberate practice), which emphasizes the psychological and emotional aspects of learning. Practical classroom examples are provided, including activities based on penalty shoot-outs and statistical literacy, which illustrate how PBL can link theoretical knowledge to applied contexts while developing transferable skills. The chapter also considers challenges in assessment, particularly the need to balance evidence-based evaluation with reflective appraisal, and argues that authentic assessments involving external partners can increase engagement and accountability. By situating PBL within the rapidly evolving digital landscape, including the emergence of artificial intelligence, the authors advocate for its central role in preparing students for the demands of contemporary employment and lifelong learning.