Content retention of cell and membrane transport for physical education students

Abstract

Human physiology is considered a foundational course in the Physical Education program. The objective of the present study was to evaluate content retention of cell and plasma membrane transport for first-year Physical Education University Transfer physiology students over eight weeks. Results show that the knowledge retention was observed to be week-specific, highest in weeks one and three and lower for other weeks. Therefore, content reinforcement can be used as an interventional strategy to improve long-term knowledge retention in Physical Education University Transfer students.