ABSTRACT
This chapter presents a model of teaching guiding the instructional delivery choices a college teacher might use to increase student engagement and improve student-learning experience in their course. It defines nine principles a college teacher might use in a sport and exercise psychology course to achieve student-learning outcomes. The nine principles presented in this chapter make the PRICELESS acronym. The principles are participation, relevance, inclusion, climate, esteem, learner-centered, enjoyment, success, and self-reflection. The chapter provides examples showing how an instructor might implement each principle in their course. Setting a scalable reflection activity is useful to scale progressive participation for greater than 32 students for a 70-minute session. Relevance is an essential principle of PRICELESS teaching embedded into a course accounting for the situational factors that influenced course design and delivery. The chapter concludes with recommendations encouraging instructors to integrate the PRICELESS principles into a coherent teaching and learning delivery.
