LAUSR

Little is known about worldwide biomechanics instructors use of evidence-based teaching and introductory instruction format relative to the COVID-19 pandemic. International biomechanics instructors' perspectives were surveyed on the introductory biomechanics instruction, active learning (AL), instructional quality standards, and instructional formats. Responses (n = 181) from college biomechanics instructors were received, with a majority from kinesiology/sport and exercise science (85%), a doctorate in biomechanics (81%), and a mean teaching experience of nine years. The introductory instructional unit/course was primarily (74%) a lecture/lab delivery. Instruction delivery was usually in-person (85%) that transitioned due to the COVID-19 pandemic as fully online (55%) and hybrid (25%). Most instructors (65%) reported being familiar with standards for quality online instruction and guidelines/standards for biomechanics instructional units (51%). Fewer biomechanics instructors (40%) were familiar with related physics education research. A majority (75%) were familiar with the benefits of AL instruction, with 41% using AL for 30-70% of contact time. These data indicate little change in evidence-based instructor teaching internationally compared to previous studies of North American instructors. Biomechanics instructors had similar perceptions of teaching experience across regions of the world but there were qualitative differences in instructional unit timing in the curriculum, instructional delivery, and use of textbooks.