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How many times have you completed a lesson feeling frus-trated by students who just don’t “get it”? You break the mate-rial down, progress at an appropriate pace, perform flawless physical demonstrations, and provide congruent feedback, but alas, many students leave the gymnasium unaltered from the way they entered. In a search to meet the various develop-mental needs of all children within the gymnasium, educators are departing from the traditional discussion of classroom materials and teacher-student ratios to a progressive focus on the differing ways in which students learn. This has generated a dialogue within the physical education literature regard-ing student learning skills and learning styles (Sarasin, 1999; Silver, Strong, & Perini, 2000).

Research conducted outside physical education indicates that students achieve higher test scores and seem to enjoy learning more when personal learning styles are considered (Dunn, 1990). In disciplines such as reading and mathematics, matching instructional strategies to individual learning styles has been linked with increased levels of achievement (Dunn, Beaudry, & Klavis, 1989). Understanding the link between individual differences and effective instruction can assist physical educators to design activities that enhance learning not only in the gymnasium, but in areas outside physical edu-cation (Dunn, 1990).

Three objectives addressed in this article form a pedagogi-cal strategy with the potential to get to know your students in a more personal way. First, we encourage teachers to identify their own preferred learning style and consider the potential impact of that preference not only on teaching, but on student learning. Second, we identify and define four primary learn-ing styles and describe strategies that might be used in the gymnasium to meet performance objectives related to the three domains of learning. Finally, we acknowledge that the reader, faced with ever-increasing demands for documenta-tion yet ever-decreasing time, has insufficient time to assess each student’s individual learning style. Thus, we propose a three-step model by which to successfully address the needs of all students.

How Do You, the Teacher, Learn?To effectively assess and accommodate different learning styles in the gymnasium, physical educators should under-stand their own learning styles (Sarasin, 1999). Many teachers teach in a manner that is consistent with their own preferred learning style, yet which can be detrimental to their students (Sarasin, 1999). Physical educators tend to instruct through physical or psychomotor involvement. Weng (2001) found that 80% of physical education majors preferred to learn through being physically involved in an activity. Similarly, Zakrajsek,

Knowing Me, Knowing Who? Getting to Know Your Students’

Preferred Learning Styleby Julian A. Reed, Aaron L. Banks, and Cynthia S. Carlisle

Johnson, and Walker (1984) discovered that physical education majors prefer carrying out tasks and getting involved in new experiences. Before attempting to match instructional strate-gies to the various learning styles of their students, physical educators must recognize the influence of their own learning style.

The Primary Four Learning StylesScholars have identified numerous modes of learning that are often present in the teaching/learning environment. Due to the dynamic, contextual nature of education, children are taught by various pedagogical strategies. Each strategy gener-ally lends itself to only one or two learning styles, even though each student has a personal style of learning that is most effi-cient (Coker, 1996). So, it is important for teachers to vary their

26 Teaching Elementary Physical Education July 2004 July 2004 Teaching Elementary Physical Education 27

educational approaches. Incorporating creative instructional strategies increases the likelihood of meeting each learner’s particular needs (see Figure 1 for a Learning Style Inventory).

Following are definitions of the four primary learning styles and associated strategies to consider for use within the gymnasium. The strategies, adapted from Mustain (1998), are examples of activities that could be implemented in elementary physical education lessons to address specific psychomotor, cognitive, and affective objectives while emphasizing specific learning styles.

Active Experimentation (AE): Also known as the doer, this learner is often described as being related to the physical self and the manipulation of one’s own body. Doing learners have a highly developed tactile sense and enjoy physical challenges

(Silver et al., 2000). To accommodate this learning style, the physical educator needs to plan movement opportunities for the presentation section of each lesson. Opportunities might include

• Demonstrate five patterns of jumping.• Create a movement or sequence of movements to explain

or illustrate the effects of strong and light force.• Demonstrate a correct backward roll.• Videotape your most dazzling example of a skill

performance.• Create a dance that expresses the way you value physical

education.

Figure 1—Learning Style Inventory

1. When I learn: ___ I like to deal with my feelings.

___ I like to watch and listen.

___ I like to think about ideas.

___ I like to be doing things.

2. I learn best when: ___ I trust my hunches and feelings.

___ I listen and watch carefully.

___ I rely on logical thinking.

___ I work hard to get things done.

3. When I am learning: ___ I have strong feelings and reactions.

___ I am quiet and reserved.

___ I tend to reason things out.

___ I am responsible about things.

4. I learn by: ___ feeling. ___ watching. ___ thinking. ___ doing.

5. When I learn: ___ I am open to new experiences.

___ I look at all sides of issues.

___ I like to analyze things, break them down into their parts.

___ I like to try things out.

6. When I am learning: ___ I am an intuitive person.

___ I am an observing person.

___ I am a logical person.

___ I am an active person.

7. I learn best from: ___ personal relationships. ___ observation. ___ rational theories. ___ a chance to try out

and practice.

8. When I learn: ___ I feel personally involved in things.

___ I take my time before acting.

___ I like ideas and theories.

___ I like to see results from my work.

9. I learn best when: ___ I rely on my feelings. ___ I rely on my observations. ___ I rely on my ideas. ___ I can try things out

for myself.

10. When I am learning:

___ I am an accepting person.

___ I am a reserved person.

___ I am a rational person.

___ I am a responsible person.

11. When I learn: ___ I get involved. ___ I like to observe. ___ I evaluate things. ___ I like to be active.

12. I learn best when: ___ I am receptive and open-minded. ___ I am careful. ___ I analyze ideas. ___ I am practical.

TOTAL the scores from each column: _______ Column 1 (CE) _______ Column 2 (RO) _______ Column 3 (AC) _______ Column 4 (AE)

The Cycle of LearningThe four columns that you have just totaled relate to the four stages in the Cycle of Learning from Experience. In this cycle are four learning modes: Concrete Experience (CE), Reflective Observation (RO), Abstract Conceptualization (AC), and Active Experimentation (AE). Enter your total scores from each column:

Column 1 (CE): ______ Column 2 (RO): ______ Column 3 (AC): ______ Column 4 (AE): ______

Note: The Learning-Style Inventory is a simple test that helps you understand your strengths and weaknesses as a learner. It measures how much you rely on four different learning modes that are part of a four-stage cycle of learning. Different learners start at different places in this cycle. Effective learning uses each stage.

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© 2004 Human Kinetics

Abstract Conceptualization (AC): Also known as the thinker, this learner uses logic and often requires information to conceptually understand movement. According to Coker (1996) the thinker uses a variety of concepts and principles to clarify movement requirements. Unfortunately, with the amount of information teachers need to cover, sufficient time is often not allocated to allow the thinker to absorb the material and assimilate it in manner that can be translated into movement. The following strategies assist the thinker in the gymnasium:

• List, in chronological order, the actions necessary when swinging a golf club.

• Use or create a flow chart that explains the effect of _____.• Create an analogy to explain the effects of _____.• Design a flow chart that explains _____.

Reflective Observation (RO): Also known as the watcher, this learner comprehends movement by watching it. Demonstrations help the watcher understand the nature of movement and how to execute particular actions (Coker, 1996). As the situation warrants, physical educators must provide frequent demonstrations to accommodate watchers. Strategies include

• Form a series of pictures into a flip book showing the critical components of a skill.

• Create an illustrated brochure that shows different ways a skill might be used.

• Create a series of diagrams that explain a strategy or tactic used in a game situation.

Concrete Experience (CE): Also known as the feeler, this learner is sensitive to sounds and styles of language. This individual internalizes auditory cues, resulting in an emotional attachment. This learning modality lends itself well to individuals who have the ability to manipulate words for a specific purpose (Silver et al., 2000). Individuals identified as feelers often learn best through discussion, song or rhyme, and reflection. Physical educators might consider having students do the following:

• Create a poster of the four most important things a good dribbler does.

• Explain the need for bending hips, knees, and ankles to make a safe landing.

• As you demonstrate your skill, verbally identify the critical components.

• Create a fitness plan for you and your family to follow over the summer vacation.

• Write a letter to the editor identifying the pros and cons of competition in a physical education class.

Steps to SuccessNo educational system can be successful without considering the learning needs of individual students (Keefe, 1987). Three simple strategies will assist physical educators to identify and accommodate different learning styles when designing and executing instruction:

1. Identify how you, the teacher, learn: Teachers must identify their own learning style before they can adequately understand their students’ learning styles. This can

be done by completing a learning style inventory and analyzing the results (see Figure 1).

2. Identify how your students learn: Physical educators should be comfortable identifying the learning styles of their students. Informally, a teacher might use observation or trial-and-error approaches to identify learning styles. However, formally, it is common practice to incorporate learning style evaluation testing measures (Coker, 1996). Having students participate in the process is valuable because it aids them to reflect on their preferred style of learning. Concerns over lost class time may lead to recruitment of parents to complete the learning style inventory during off-school hours. Or, collaboration with classroom teachers encourages integration between disciplines, while helping them understand their students learning styles as well.

Figure 1 is an example of a learning style inventory that can be readily used in the gymnasium, classroom, or as a take-home project.

3. Implement strategies related to learning styles: Incorporate a variety of teaching strategies and activities, as described above, to accommodate the doing, thinking, watching, and feeling learning styles as often as possible.

ConclusionTeaching and learning should be enjoyable experiences. However, when a physical educator does not consider the learning styles of his or her students, learning is potentially stymied. Recognizing each student’s preferred learning style not only enhances the teaching and learning experience, but helps make the gymnasium a fun place to learn new skills and be physically active. Students can learn almost any subject matter when taught with instructional methods that address their learning style strengths (Dunn, 1990). Developing lessons that meet the varying learning styles of students is not a cure-all; rather, it is an important element that impacts the learning environment.

ReferencesCoker, C.A. (1996). Accommodating students’ learning styles in physical

education. JOPERD, 67(9), 66-68.Dunn, R. (1990). Rita Dunn answers questions on learning styles.

Educational Leadership, 48 (2), 15-18.Dunn, R., Beaudry, J.S., & Klavis, A. (1989). Survey of research on learning

styles. Educational Leadership, 16 (6), 50-58.Keefe, J.W. (1987). Learning style theory and practice. Reston, VA: National

Association of Secondary School Principals.Kolb, D. (1985). Learning styles inventory. Boston: McBer & Company.Mustain, W.C. (1998). I know you know. Teaching Elementary Physical

Education, 9 (6), 10-12.Sarasin, L.C. (1999). Learning style perspectives. Madison, WI: Atwood

Publishing.Silver, H.F., Strong, R.W., & Perini, M.J. (2000). So each may learn: Integrating

learning styles and multiple intelligences. Alexandria, VA: Association for Supervision and Curriculum Development.

Weng, C. (2001). The relationships between learning style preferences and teaching style preferences in college students. Unpublished Dissertation, Greeley, CO: University of Northern Colorado.

Zakrajsek, D.B., Johnson, R.L., & Walker, D.B. (1984). Comparison of learning styles between physical education and dance majors. Perceptual and Motor Skills, 58 (2), 583-588.