An exploration of the value of infographics among students on an undergraduate sports coaching programme from a complex ecological perspective

Abstract

This research explores the value of infographics as pedagogical tools for undergraduate sports coaching students, particularly those entering higher education through non-traditional pathways —a demographic marked by lower retention and completion rates. Departing from reductionist and binary perspectives that narrowly define infographics as either cognitive or visual tools, this study embraces a complex ecological lens to explore the dynamic relationships unfolding among students, infographics, and their environment.
A/r/tography is employed as a methodology of embodiment and relational enquiry, facilitating the simultaneous integration of roles as an artist, researcher, and teacher. Embodied data was gathered from 19 sports-coaching students through art-informed focus groups and network maps (followed by unstructured interviews), four lecturers via walking interviews, and the researcher's reflections documented in a visual reflective journal. Situational mapping is used to open up the data, followed by thematic analysis to arrive at the themes.
The findings highlight that students perceive infographics as both "digestible" and "engaging." Within the overarching theme of "digestible, two subthemes emerge: detecting information and making sense with and through the body. Similarly, within the “engaging” theme, the two subthemes encompass prefer/ approve and enjoyable.
This research concludes that embracing a complex-ecological perspective extends infographics beyond reductionist and binary tools into relational and, thus, embodied ones. This shift not only challenges conventional views of infographics but also positions them as possible inclusive pedagogical tools. Consequently, this expanded conceptualisation opens avenues for enhancing accessibility and inclusivity in higher education, particularly for students with non-traditional backgrounds.
The study's dual contributions lie in its emphasis on the valuable role of infographics for non-traditional students and its challenge to the traditional conceptualisation of infographics, positioning them as embodied tools. Ultimately, this research aligns with the broader educational goal of fostering diversity and inclusivity within widening participation in higher education contexts.

Date of Award	29 Oct 2024
Original language	English
Awarding Institution	University of Roehampton
Supervisor	Lorella Terzi (Director of Studies), Alison Murray (Co-Supervisor) & Susana Castro-Kemp (Co-Supervisor)