A Pilot Case-Study of Using Instructional and Demonstration Videos as a Supplementary Tool for Learning in an Exercise Science Course at a Minority-Serving Institution.

This article examines student situational motivation toward using pre-recorded instructional and demonstration videos as supplementary materials in an upper-level undergraduate exercise science course at a minority-serving historically Black institution. Seventeen senior students accessed five videos designed to support active assignments and course content, with motivation measured mid-semester and at the end using the Situational Intrinsic Motivation Scale (SIMS), based on self-determination theory. Findings indicated that students were primarily extrinsically motivated (identified regulation) when choosing to watch the videos, with a positive shift toward intrinsic motivation over time, though the significance of this change was not assessed. The study suggests that incorporating active assignments alongside relevant video materials may enhance student engagement and better prepare exercise science students for clinical internships. Limitations include the small sample size, lack of identifiable data, and the focus on a single course, which restrict generalizability.