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Models of adult learning and reflective
practice
We take a view that human beings are self-determining and
that we are influenced by our perceptions of ourselves. A
reflective learner involves far more than just thinking
about his or her action. It is a deliberate and active
process of evaluation and goal setting that might also
involve aspects of research and evidence-based practices.
The reflective process where implicit and unconscious
knowledge about practice is brought to the forefront of the
learner’s mind also involves a process of thinking about his
or her actions at the same time as these actions are being
carried out. You may call this process reflection on
action, a process that is retrospective and involves
thinking about one’s actions after they have taken place.
A reflective learner might be defined as an individual who
uses his/her experiences in order to inform the practice.
The purpose of this is to effect change and improvement as
part of the individual’s professional development.
David Kolb: experiential learning
David Kolb (1984) suggested the idea of experiential
learning. This idea is used with particular reference to
adult learning, although experiential learning as a broad
discipline is not just about adults. In Kolb’s model,
learning is represented as a cycle as illustrated.
Kolb’s
Learning Cycle - Application to the game of the golf
Concrete experience: this is just what it says,
an experience or specific actions that are usually the
starting point for the cycle;
For golfer, the experience of playing an 18-hole game.
At this stage we might ask ourselves 'What we feel good
about the game's experience?'. We may feel good and
impressed by some of our great golf shots during the game.
Observation and reflection: this is where the
individual thinks about the effect or outcome of the
action/experience;
After the game, the golfer reflects on the game outcomes,
the strength and weakness of he or her performances on the
golf course that resulted in the score.
At this stage we might ask ourselves 'How we can do better?'
Forming abstract concepts: after observing and
reflecting, the individual might than generate a principle
or set of principles. Kolb uses Piget’s term “assimilation”
to describe the process at this point of the cycle;
From the observation and reflection of the game's outcome
the golfer now have to take note of what to practice before
the next game of golf.
At this stage we tell ourselves 'What we want to improve
before the next game?' and 'When I going to the range to
work on ….?'
Applying concepts in new setting: having derived
principles, these derived principles, can then be used in
different settings and contexts.
With correct practising the golfer now can take the new
concept to next game.
At this stage, the golfer is inspired and looking to a
better game outcomes.
Kolb,
therefore, imposed a structure on something that could be
viewed as an informal process that takes place naturally -
that of learning through experience. He suggested that it is
possible to start anywhere in the cycle, but t often that
action is the starting point. Kolb developed his ideas about
experiential learning into theories about learning styles,
reflecting the four elements of his learning cycle.
David Kolb's learning cycle can be used a broad discipline,
be it in management, sales and marketing campaigns, teaching
and, training. The purpose of this experiential learning
cycle is to effect change and improvement as part of the
individual’s professional development.
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An Example of
Kolb Experiential Learning Cycle
Concrete experience
Today I went to the practice range. I spent 2
hours hitting golf balls with all my clubs. I
have short breaks. When I review my shot
performances, I have good and bad shots. I feel
good because I did hit some golf shots to
pin-pointed targets. I realised it is difficult
to maintain total swing technique consistency
for the iron, wood and driver from the start to
end of my practice.
Observation and reflection
My observation at the start of the practice is
that my irons needs about 30 shot-making to
produce a reasonable straight ball flight
performance to the target. I could not produce
continuously straight golf shots off my driver.
How can I do better? Could it be my warm-up that
leads to my irons performances? Did I over exert
my body during the driver swing performances? I
performed well after I took a break.
Forming abstract concepts
I will do a proper warm-up at my next practice.
I will attain physical and mental readiness
before I hit the golf balls. I will monitor my
body fatigue when I play with my driver.
Applying concepts in new settings
At the range again I will apply these concepts
and monitor my improvement. I have a strong
feeling that my ball striking ability and shot
performances will improve.
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I benefited from Kolb's Cycle Experiential
Learning Cycle so can you.
The articles is referenced from
the book
Teaching, Learning and Psychology by Jane Yeomans &
Christopher Amold 2006.
Philip Ang
Asian Golf Centre
Certified & Licensed
USGTF
Master Golf Teaching Professional - USA
Certified Professional Teacher and Trainer - University of
Cambridge UK
Singapore Sport Council - NCAP Level 1, 2 & 3
Singapore WDA-WSQ ACTA Certified Trainer & Assessor
Certified Neuro-Linguistic Programming (NLP™) Practitioner -
USA
Certified Professional Clubmaker by GCA (USA)
GCA Winner International Clubmaker of the Year - USA
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