Tools
Tools
Wilson-Thain, Samantha (2025) IDENTIFYING AND EVALUATING TROUBLESOME KNOWLEDGE AND THRESHOLD CONCEPTS IN SPORTS THERAPY EDUCATION. Doctoral thesis, University of Gloucestershire. doi:10.46289/HWKB8972
Preview |
Text (© (2025) Samantha Wilson-Thain)
16412 Wilson-Thain, Samantha (2025) Identifying and Evaluating Troublesome Knowledge.pdf - Accepted Version Available under License All Rights Reserved. Download (1MB) | Preview |
Abstract
This research uses threshold concepts as a lens to identify “troublesome” knowledge and thresholds of learning within the discipline of sports therapy education in the UK. A phased stakeholder inquiry was conducted, interrogating the perspectives of educators, educator-practitioners, nearly and newly graduated therapists, industry professionals and professional body representatives. The objectives were to explore stakeholder perceptions of troublesome knowledge, identify troublesome knowledge and threshold concepts, explore the nature and categorisation of troublesome knowledge and threshold concepts, and provide recommendations for sports therapy educators. By identifying “troublesome” knowledge in sports therapy, educators can design and deliver curricula that can best prepare practitioners for the unique and variable nature of this discipline, supporting students through uncertainty to develop their adaptive expertise. A phased stakeholder inquiry, including an online questionnaire and semi-structured interviews, was conducted. A total of fifty-six stakeholders across five distinct groups took part in phase one of the research (sixteen educators, fifteen nearly and newly graduated therapists [< 1 year], fourteen educator-practitioners, six industry professionals, and five professional body representatives). Thirty-two participants took part in one-to-one semi-structured interviews (ten educators, three nearly and newly graduated therapists [< 1 year], ten educator-practitioners, five industry professionals, and four professional body representatives). Data revealed that acceptance of uncertainty, “connecting the dots”, and professionalism were “troublesome” concepts. Stakeholders encountered transformations where there was exposure to authentic learning environments and other practitioners, typically after they had graduated. The proposal of “threshold mindsets” and “threshold skills”, which underpin the acquisition of the threshold concepts: clinical reasoning; and professional identity and philosophy, is a novel contribution to the field. These findings have implications for sports therapy education and suggest that there are developments required in sports therapy education and practice-placement settings to best support student learning in this discipline.
| Item Type: | Thesis (Doctoral) | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| Thesis Advisors: |
|
|||||||||
| Subjects: | L Education > LB Theory and practice of education > LB2300 Higher Education | |||||||||
| Depositing User: | Anne Pengelly | |||||||||
| Date Deposited: | 03 Jul 2026 12:21 | |||||||||
| Last Modified: | 03 Jul 2026 12:21 | |||||||||
| URI: | https://eprints.glos.ac.uk/id/eprint/16412 |
University Staff: Request a correction | Repository Editors: Update this record
