1. Implementing Experiential Learning in a Management of Physical Education & Sport Class Dr. Rennae Williams & Alliecia Butler Johnson C. Smith University AAHPERD-April 25, 2013

2. Today’s Objectives Explain what is experiential learning & its benefits Identify the factors that influence experiential learning implementation

3. 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

4. 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 ).

5. Experiential Learning  The experiential learning structure proposed by Wolfe and Byrne (1975) states that experientially-based approaches involve four phases:  Design  Conduct  Evaluation  Feedback

6. 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

7. 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

8. Experiential Learning  Feedback Critical for proper learning to take place after an experience

9. 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

10. 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

11. 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

12. 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? 12345 2. Did the drills we taught you help prepare you to perform the activity? 12345 3. Did you feel that we did a good job communicating with you to teach you fundamentals of the game of flag football? 12345 4. Do you feel that this was an overall positive experience in your gym class? 12345 5. Any comments? What did we do well? What could we change or expand on to make the activity better?

13. Conclusion Positive feedback from students Positive feedback from high school participants and teachers Experiential learning is very beneficial for students

14. Questions?

15. THANK YOU!