Physical learning-EDAC 635- Group 3

Aaron Bean, Michael Rivera,

Krystal Zou

According to MacKreacher (2004, p141)

the physical aspects of learning can be categorized as

involving:

coordinating the body's functions

orienting the body in physical space, including balance

improving muscular strength and flexibility

body-image, and general physical conditioning

learning new or improving existing skills in activities calling for

physical performance - in the home and workplace, in sports,

recreation, and arts and craft activities.

Knowing that group 3 had the distinct

nature of relaying the information of

physical learning to our classmates, we

decided together to investigate literature

and programs which clarify this type of

educational process.

Each group member found some key elements about physical learning

through their literature review. These are 3 main components of those

literature reviews:

1. There are numerous methods in which to incorporate

kinesthetic learning and they should all begin centered

around the use of touch, action, movement and hands-

on work for the activities. Instructors need to include as

many physical objects as possible, along with visual

enhancements to garner a motivated response from the

physical learner

2. The following are other strategies to help physical educators to maximize students participation in class. The goal is to develop and maintain fitness.

- First, teach students about fitness concepts and include written assessments

-Second, focus on lifetime activities rather than competitive team

sports, such as jogging, swimming, aerobic and dance.

-Third, give students outside assignments in order to foster fitness

maintenance

-Last. teach students behavioral skills that will help them develop lifelong

participation patterns.

3. Physical Learning Application

Characteristics and skills: You might have to practice some basic skills

to develop balance, speed, power, strength and agility.

Correlation between age and cognition: If you have a physically fit

older adult, then they should be able to handle more difficult physical

activity. Your teaching style just depends on the situation of the older

adult.

Based on themes derived from the literature review and the programs we investigated we found some important features that can be incorporated into

our program design and syllabus: For

“Strength in Aging”: a fitness program aimed for Senior Adults

1. The first feature is providing a certification at the completion of the coursework so that the instructors/participants can provide their services to the public.

2. The second feature is integrating the idea of providing a health aspect to our physical learning. Teaching adults to become or stay active could help with their cognitive function as they age.

“Strength in Aging” Program Syllabus

“Strength in Aging” Program Syllabus

“Strength in Aging” Program Syllabus

“Strength in Aging” Syllabus Evaluation

Evaluator #1 role and position:

Yanfei Li's Evaluation (Chinese teacher in Chatham

School District)What do you like most about the syllabus design?

I think the student’s syllabus is excellent because she clearly

addressed the need to be aware of the client’s ability as well

as motivation to participate in a fitness program. In addition,

student’s timeline for the program is clear and practical.

What do they think should be improved? Why? And how?

I feel that the test given to attendees of the fitness program

could be more rigorous and instead of a mere 75 questions

multiple choice question format, participants could also be

required to develop their own lesson plan

“Strength in Aging” Syllabus Evaluation

Evaluator #2 role and position:

Terri Roberts, Franklin College Office of Diversity & Inclusion

What do you like most about the syllabus design?

The schedule breakdown.

What do they think should be improved? Why? And how?The writing in the syllabus does not sound like a professional wrote it. There is

no statement about academic honesty. It mentions arrangements for disabilities

but it does not have a standardized statement about it and does not mention the

Americans with Disabilities act. I do not see any mention of any technology

requirements. There is no statement on discrimination. The indenting on some

paragraphs does not match others and there are a couple of grammar mistakes.

It is too long. Several of the things that you mentioned in paragraph form is

obvious in the outline. There is no need to repeat it.

I think these things should be improved because if someone is signing up to pay

for a course to get certified in something, they will be expecting a certain level

of professionalism. If I am a professional I do not need you to tell me to bring a

snack and a positive attitude. That sounds elementary schoolish.

Mackeracher, D. (2004). Making sense of adult learning. (2nd

ed.). Toronto: University of Toronto Press.