Abstract
Title: Bridging Theory and Practice: Experiential Learning in Measurement and Evaluation Background: Experiential learning is an important component of student development because it allows students to apply classroom knowledge in authentic settings. In the HHP 340 Measurement and Evaluation course at Fort Hays State University, students are introduced to testing protocols and performance assessment procedures; however, less is known about how hands-on combined experiences influence students’ confidence, anxiety, motivation, and readiness to administer testing. This project was designed to examine whether participation in a structured experiential learning opportunity improves student outcomes across the training process. Methods: A repeated-measures design was used with students enrolled in HHP 340. Participants completed surveys at three time points: prior to training, after the practice combine, and following participation in a live combine event with high school athletes. Students first received classroom instruction on testing procedures and then engaged in a mock combine to practice assessment skills before assisting with live event administration. Measures included a Custom Practitioner Self-Efficacy Scale, the Competitive State Anxiety Inventory-2 Revised, the Intrinsic Motivation Inventory, and feasibility and acceptability metrics. Data were analyzed using repeated-measures analyses of variance, multiple regression, and Pearson correlation analyses. Results: ANOVA analysis yielded significant changes over time (from pre-training, post-training, to post-combine) in student Self-Efficacy (p<0.001), Somatic Anxiety (p=0.007), and Self-Confidence (p=0.033), and Intrinsic Motivation Effort (p<0.001) with trending differences in Cognitive Anxiety (p=0.113). Multiple Regression yielded a near significant module (p=.054) to predict final effort (R^2=.274) with baseline Self-Confidence (Beta=.505, p=.004) and Self-Efficacy (Beta -0.133, p=0.556). Key significant correlations included Post Training Self-Efficacy & Preparedness to Administer (r=0.843, p<0.001), Final Self-Confidence & Preparedness to Administer (r=0.929, p<0.001), and Baseline Somatic Anxiety & Final Somatic Anxiety (r=0.655, p<0.001). Conclusion: These findings suggest that experiential learning is a valuable strategy for bridging the gap between theory and practice in Measurement and Evaluation. Progressing from classroom instruction to practice-based training and then to a live combine setting appears to enhance students’ psychological readiness and performance-related outcomes. This model may provide meaningful support for the continued integration of hands-on learning opportunities within the HHP curriculum and offer practical guidance for future student training experiences.
Faculty Advisor
Justin Montney
Department/Program
Health and Human Performance
Submission Type
in-person poster
Date
4-8-2026
Rights
Copyright the Author(s)
Recommended Citation
Befort, Broke; Stambaugh, Ethan; Ramierez-Johnson, Lilliana; Tichenor, Kooper; and Bertrand, Hayley
(2026)
"Bridging Theory and Practice: Experimental Learning Measurement and Evaluation,"
SACAD: Scholarly Activities: Vol. 2026, Article 41.
Available at:
https://scholars.fhsu.edu/sacad/vol2026/iss2026/41
