I try to challenge students to search for answers. Rather than be a passive recipient in a class, my students will face engaging lecture materials and challenging practice questions. Whether it be in small groups, or big lectures, I always attempt to get my students to look for answers, make them curious about a topic and give them the tools to explore more after the basic content has been delivered. I try to get students to reason for themselves and develop the tools to find answers.

In my classes, students are responsible for their own learning process. I believe that if I clearly outline the course expectations and give students the tools to manage these expectations, they can flavour their learning the way that fits them best. For example, talking about motor control concepts, I provide the basics (i.e. 'this is what the concept means') and they use this to find depth in an area that interests them, whether it be sport, rehabilitation, ageing or otherwise.

For this, I am inspired by one of my research interests – motor learning – where recent insights also show that learning is often more effective when a learner discovers the right movement techniques themselves, without getting a movement pattern exactly prescribed.

The flipped classroom works extremely well for this approach since it allows students to schedule their own learning. They receive content when and how they like in forms of videos or readings, they can ask questions and go in-depth without feeling they are slowing down the class and when we meet face-to-face we can immediately get into a discussion that goes into the area of their interest.

I use innovative teaching methods to support learning, such as digital resources, video lectures and hybrid (online/offline) teaching designs. This focus on innovation has also prepared me well for the situation of teaching in covid-time. I already used many online resources and already aimed for online engagement of my students. This has made the shift to hybrid and online teaching a little easier.

I have been teaching university level courses in several fields since 2015, some specific highlights are:

• Lecturing a course with over 300 students, including course administration and examination (Bachelor course Growth, Motor Development and Ageing at the Australian Catholic University)

• Developing a new functional- and neuroanatomy course from scratch, in flipped design (Bachelor course Specific Anatomy at the University of Innsbruck)

• Lecturing about- and discussing- motor control topics in the Master course 'recent developments in the neurophysiology' (at the University of Innsbruck)

• Experience in supervision of research projects on Bachelor and Master level