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Educational reforms currently underway in athletic training have focused on improving the quality of educational programs through new pedagogical paradigms. Assessment of students’ individual learning styles can provide athletic training educators with an opportunity to develop a more personalized approach to instruction by facilitating students to learn through their own style. Matching or guided mismatch of student and educator learning styles could provide the best environment for cognitive growth. Therefore, the purpose of this study was to establish a valid, but efficient, assessment of undergraduate athletic training students’ and educators’ learning styles. The Gregorc Style Delineator (GSD) was chosen to assess learning style differences. This instrument focuses on two-types of cognitive abilities in adult learners perception and ordering. Each cognitive ability is a bipolar continuum. The continua are combined using a quaternary design to create four mediation channels: concrete sequential (CS), abstract sequential (AS), abstract random (AR), and concrete random (CR). Two hundred (M = 68; F = 132) undergraduate athletic training students and 43 (M = 22; F = 21) program directors volunteered to participate. Principle components factor analysis with varimax rotation revealed reasonable construct validity. Internal consistency of the four channels yielded alpha coefficients of .53 to .68. Frequency analysis of the responses yielded 44.4% (n = 89) of students and 58.1% (n = 25) of program directors preferring the CS channel. The research design was MANOVA utilizing the CS, AS, AR, and CR channels as the dependent measures. The independent variables were gender, education level, and academic role. Data analysis revealed a significant main effect for gender (F4,194 = 3.13, p4,239 = 4.49, p |
