Project-Based Learning in Injury Rehabilitation: Does It Prepare Future Sports Professionals?

Abstract: Introduction: Project-Based Learning (PBL) is an active and student-centered methodology that promotes autonomy, engagement, and problem-solving through collaborative work. It has become increasingly relevant in higher education due to its potential to enhance learning outcomes and professional skills. This study explores the perceptions of students enrolled in the Degree in Physical Activity and Sport Sciences (CAFYD), specifically in the Injury Rehabilitation course, regarding the implementation of PBL. Aim: To analyze students’ perceptions of the effectiveness of PBL and evaluate its impact on satisfaction, academic learning, and professional preparedness within a practical subject context. Methods: The study involved 45 CAFYD students who completed a mixed-method questionnaire including Likert-scale and open-ended questions. Data were analyzed to identify both quantitative patterns and qualitative insights related to their learning experience with PBL. Results & discussion: Findings show a generally positive perception of PBL, with high ratings in student satisfaction (M = 4.18), learning improvement (M = 4.04), and professional preparation (M = 4.09). Despite these results, students reported notable challenges in managing their own learning, effective teamwork, and conducting academic information searches. Suggested improvements include the implementation of peer evaluation tools, increased guidance in information retrieval, and a better integration of theoretical and practical content. Conclusions: PBL is effective, but complementary strategies are needed to optimize its implementation and maximize its educational impact.