Implementing Experiential Learning in a
Management of Physical Education
& Sport Class
Dr. Rennae Williams & Alliecia Butler
Johnson C. Smith University
AAHPERD-April 25, 2013
Today’s Objectives
• Explain what is experiential learning
& its benefits
• Identify the factors that influence
experiential learning implementation
Introduction
• Management of Physical Education &
Sport class curriculum students have to
develop a physical education,
recreation, or sport program
• “Tell me and I’ll forget. Show me and I’ll
remember. Involve me and I’ll
understand” (Carter et al. 1986).
• Decided to make it an experiential
learning project
Experiential Learning
• “Learning by doing” (Dewey, J. 1915)
• “Experiential learning exists when a personally
responsible participant cognitively, affectively, and
behaviorally processes knowledge, skills, and/or
attitudes in a learning situation characterized by a
high level of active involvement” (Hoover &
Whitehead,1975)
• “The process whereby knowledge is created
through the transformation of experience.
Knowledge results from the combination of
grasping and transforming experience” (Kolb, 1984).
Experiential Learning
 The experiential learning structure
proposed by Wolfe and Byrne (1975)
states that experientially-based
approaches involve four phases:
 Design
 Conduct
 Evaluation
 Feedback
Experiential Learning
 Design
• Setting the specification of learning
objectives
• The selection of activities for participants
• Identifying factors affecting student
learning
• Creating a method for implementation
Experiential Learning
 Conduct
• This phase involves maintaining and
controlling the design
 Evaluation
• Students should have an opportunity to
evaluate the experience by being able to
articulate and demonstrate specific learning
gained from the design and conduct of the
experience
Experiential Learning
 Feedback
• Critical for proper learning to take place after
an experience
Steps for Introducing
Experiential Learning
Step 1: Determine assignment learning
objectives and goals
 Students should be able to:
 Outline management guidelines for secondary
school physical education instructional programs.
 Describe some management instructional
strategies for physical education programs.
 Justify the need for certain management
procedures, such as selecting physical education
activities, and area of student involvement
Steps for Introducing
Experiential Learning
Step 2: Contact local physical education,
recreation, or sport organizations
Step 3: Have students develop the following:





Determine organizational objectives
Analyze program objectives
Analyze objectives in terms of activities
Develop program guides
Evaluate/Assess the program
Step 4: Class feedback
The Student Perspective
• Developing
– Goals and Objectives
– Steps in Program/Activity
– General Rules
– Equipment
• Putting Steps into Action
– Two Day Project
– Everyone Plays a Part
• Evaluation and Feedback
Survey for Flag Football Activity-West Mecklenburg High School
Please answer the questions on a scale from 1 to 5. Five being that we
were strong in that area of the program, and one being that we were
weak in that area of the program.
1. Do you feel hat your physical activity skills have improved through our
activity?
1
2
3
4
5
2. Did the drills we taught you help prepare you to perform the activity?
1
2
3
4
5
3. Did you feel that we did a good job communicating with you to teach you
fundamentals of the game of flag football?
1
2
3
4
5
4. Do you feel that this was an overall positive experience in your gym class?
1
2
3
4
5
5. Any comments? What did we do well? What could we change or expand on
to make the activity better?
Conclusion
• Positive feedback from students
• Positive feedback from high school
participants and teachers
• Experiential learning is very beneficial
for students
Questions?
THANK YOU!