Think, Pair & Share

Think-Pair-Share is a great way to encourage students to think deeply and engage with the material in a more meaningful way. In my sport classes, Think-Pair-Share has become a go-to strategy for sparking discussion and helping students connect theoretical concepts with real-world scenarios. In this post, I'll walk you through how I use Think-Pair-Share, share detailed examples of activities, and offer tips on making it work with different group sizes. Plus, I'll show you how to link Think-Pair-Share to news articles and industry reports to make the discussions even richer. Don’t forget to grab my free takeaway cards at the end with some Think-Pair-Share ideas you can try out for yourself!

What is Think-Pair-Share?

Think-Pair-Share is a structured way to get students thinking critically, discussing their ideas, and then sharing those discussions with the whole class. It’s simple but effective, and it goes like this:

Think: Students take a moment to think about a question or prompt on their own.
Pair: They discuss their thoughts with a partner or in small groups.
Share: Groups share their discussions with the class, opening up a wider conversation.

How to Implement Think-Pair-Share Effectively

To make Think-Pair-Share really work, it’s all about crafting activities that push students to think critically and discuss meaningfully. Below are some examples of how I facilitate Think-Pair-Share, including using matching activities, discussion questions, and adapting group sizes depending on the activity.

Example 1: Cost of Grassroots Sports

This activity helps students explore the financial challenges faced by grassroots sports clubs and the broader implications for community participation.

Think: Present students with the question " On average, how much do you think it costs to join a local sports team on the Gold Coast?" Ask them to reflect individually on the possible costs and consider what factors might influence these costs.
Pair: Group students in pairs or small groups. Provide them with a matching activity where they need to match different sports (e.g., Basketball, Aussie Rules, Cricket, Netball, Rugby League, Soccer, Touch Football) with their average participation costs in Queensland ($142, $172, $235, $266, $323, $413, $494). Ask them to discuss the factors they considered when applying costs to each sport, such as equipment, coaching fees, or venue hire.
Discussion Questions:
- Beyond participation fees, what other factors might be impacted by these costs?
- Why do you think the Australian Sports Foundation has identified "more initiatives to keep teenagers in sport" as a funding priority? What’s one way we could address this issue?
- How can local government and community organizations help mitigate financial pressures on grassroots sports clubs?
Share: Groups share their matched lists and reasoning with the class - students have fun working out how many they got right but it also opens up a broader discussion on the financial barriers to sports participation and the role of different stakeholders in addressing these challenges. You could tie this discussion to a recent industry report or news article about the financial struggles of community sports clubs.

Example 2: Defining Sport

This activity encourages students to critically analyze what qualifies as a sport, using diverse examples.

Think: Ask students to define "sport" and consider what criteria an activity must meet to be classified as a sport.
Pair: Instead of traditional pairs, organize the class into small groups. Provide them with examples such as competitive gaming (eSports), backyard cricket, chess, hound racing, and hot dog eating contests. Each group should discuss whether they would classify each example as a sport and why. Provide them with a list of characteristics (e.g., competitiveness, physical activity, skill level, cultural recognition) to help guide their discussion.
Discussion Questions:
- What factors did you consider when deciding if an activity is a sport?
- Were there any examples that your group disagreed on? Why?
- How has the definition of sport evolved over time, and what influences these changes?
Share: Each group presents their classifications and reasoning to the class. This can lead to a broader discussion on how definitions of sport can vary across different contexts and how societal changes might influence these definitions. Link this discussion to a current debate or article on the inclusion of new sports in the Olympics or other major events.

Example 3: Sponsorship in Community Sports

This activity examines the role of sponsorship in grassroots sports and its ethical implications.

Think: Pose the question: "Which sponsor do you believe has the highest number of sponsorship agreements with community sports clubs in Australia?" Ask students to consider why certain businesses might choose to sponsor community sports and what benefits they gain from it.
Pair: Have students rank a list of brands based on the number of sponsorship deals they have with community sports partners, and discuss the ethical considerations of each.
Discussion Questions:
- Should there be restrictions on the types of businesses that can sponsor community sports?
- How can community sports clubs ensure that their volunteers and staff are adequately trained to manage sponsorship relationships?
- How can clubs balance the need for professional expertise with budget constraints?
Activity Variation:
Share: Each group shares their rankings and reasoning with the class. This can spark a discussion on the ethics of sponsorship in sports, particularly in relation to businesses like fast food companies or gambling firms. Tie this discussion to a recent case study or news article where sponsorship in sports was a contentious issue.

Linking Think-Pair-Share to Real-World Contexts

One of the strengths of Think-Pair-Share is its ability to connect classroom discussions with current events, industry articles, or reports. For example, the discussion on sponsorship in community sports can be linked to recent news about controversial sponsorship deals or shifts in sponsorship trends, helping students see the real-world relevance of what they’re learning.

Conclusion

Think-Pair-Share is a versatile and powerful tool in the sport management classroom. By using it strategically—whether at the start of class or early in a workshop—you can foster a more engaging and collaborative learning environment. The examples shared here, drawn directly from real-world scenarios, demonstrate how Think-Pair-Share can be tailored to suit the specific needs of first-year sport management students, promoting deeper understanding and active participation. If you’re looking to enhance student engagement in your classroom, I highly recommend giving Think-Pair-Share a try.

And don’t forget—if you’re interested in trying out some of these activities yourself, download my free Think-Pair-Share takeaway cards for ideas you can implement in your next class!