ABSTRACT Misconceptions are persistent beliefs that contradict the accepted scientific views, impacting how subsequent information is interpreted. Research to date has not examined the sources, or prevalence of, fundamental exercise science misconceptions in higher education (HE) or vocational education (VET) students. Both HE and VET educators were interviewed regarding common misconceptions, and their correction. Participants viewed misconceptions as resulting from multiple sources, including exercise subcultures, and marking claims. Misconceptions were thought to form due to a poor understanding of course content, and the interaction between different physiological systems. Both direct instruction, and active learning approaches were suggested, though VET participants relied on weaker evidence than HE. Participants also highlighted the importance of critical thinking in reducing misconceptions. Building students’ understandings of complex systems and interactions is a priority, and educators should possess a deep understanding of theoretical knowledge. Critical thinking skills should be taught as part of VET courses, with trainers modelling critical thinking skills.

中文翻译：

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对高等运动科学和职业健身学生知识的误解

摘要错误观念是一贯的信念，与公认的科学观点相矛盾，会影响后续信息的解释方式。迄今为止，研究尚未检查出对高等教育（HE）或职业教育（VET）学生的基本运动科学误解的来源或普遍程度。HE和VET教育者都接受了关于常见误解及其纠正的采访。与会者认为误解是由多种原因造成的，包括运动亚文化和标记要求。人们误解是由于对课程内容的理解不足以及不同生理系统之间的相互作用而造成的。尽管VET参与者依赖的证据比HE弱，但仍建议采用直接教学和主动学习的方法。与会者还强调了批判性思维在减少误解中的重要性。培养学生对复杂系统和相互作用的理解是当务之急，而教育者应该对理论知识有深刻的理解。批判性思维技能应作为职业教育与培训课程的一部分进行授课，培训师应对批判性思维技能进行建模。