Burke, Michael ORCID: https://orcid.org/0000-0003-1486-5972, McDonald, Brent ORCID: https://orcid.org/0000-0002-7455-0940 and McLachlan, Fiona ORCID: https://orcid.org/0000-0001-7067-1908 (2026) Problem-Based Learning in Sport Social Sciences. In: A Reference Guide for Teaching Kinesiology Through Problem Based Learning Case Studies and Insights. Shultz, S and Walters, B, eds. Emerald Publishing Limited, Leeds, pp. 235-249.

Abstract

This chapter examines the role of problem-based learning (PBL) in revitalizing the social science subdisciplines of kinesiology, which have declined in prominence as the field has shifted toward the biological sciences. It begins by outlining key forces that have contributed to this trend and argues that these conditions require more intentional pedagogical approaches that demonstrate the continued relevance of sociocultural inquiry to professional practice. The chapter presents two curriculum models that use PBL to help students critically examine issues of equity, power, and inclusion in sport and physical activity settings. Through structured investigation of real-world cases, students learn to apply sociological, historical, ethical, and legal perspectives to contemporary sport problems in ways that cultivate professional judgment and social responsibility. Early outcomes suggest that the adoption of PBL in this context has helped re-engage students with social science perspectives and contributed to renewed interest in advanced study within these areas.

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