The Road Less Traveled in Elementary Physical Education: Exploring Human Relationship Skills in Adventure-Based Learning
Table 1
Theoretical assertions within the experiential learning cycle (Kolb and Kolb [30]).
Leading ELC theoretical assertions
(1) Learning is a process of experience in which the focus of teaching should lie with creating space that fully engages students in the instruction, with formative feedback to help shape intended educational goals.
(2) Learning is a continuous cycle predicated on past experience and history of the student. Thus, learning is more of a cyclical relearning process, providing students with opportunities to examine previously learned knowledge with newly proposed ideas.
(3) Learning itself embodies conflict, in which the student must consciously reflect in and on the action of experience. This adaptive process of going from experience to reflection and back facilitates the enduring understanding of knowledge (i.e., learning).
(4) Learning is holistic. Knowledge construction requires the totality of one’s being (i.e., learning involves thoughts, emotions, subjective perception, and overt behavior).
(5) The environment plays a key role in the learner’s ability to assimilate new ideas or knowledge.
(6) The ELC is built upon constructivist theory where knowledge is active and socially created (i.e., hands-on and doing) rather than passively transmitted (i.e., watching, listening, or reading) to the individual.
