![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
This article introduces ways in which movement can enhance one’s understanding of how to learn using Experiential Learning Theory (ELT) concepts of the Learning Cycle, Learning Styles, and Learning Flexibility. The theoretical correspondence between the dialectic dimensions of the Learning Cycle and the dimensions of the Laban Movement Analysis (LMA) framework create a hypothesized integrated typology of learning and movement styles that expand the description of Learning Style to include the movement affinities. These suggested relationships are facilitated by the existing theories and grounded by movement observations and interviews of more than 200 adult learners. From the theoretical relationships and observations, the authors propose descriptions of the movement affinities for each of the nine styles in the Kolb Learning Styles Inventory 4.0 (KLSI 4.0) and suggest that increasing one’s movement flexibility, or the ability to move using a full range Effort and motion through space, provides a catalyst for learning and promotes Learning Flexibility. These hypothesized relationships will form the basis for future empirical research.
References
Section:
|
Barsalou, L. W. (2008). Grounding symbolic operations in the brain’s modal systems. In Semin, G. R., Smith, E. R. (Eds.), Embodied grounding: Social, cognitive, affective, and neuroscientific approaches (pp. 9-42). New York, NY: Cambridge University Press. Google Scholar | Crossref | |
|
Bentley, D. C., Pang, S. C. (2012). Yoga asanas as an effective form of experiential learning when teaching musculoskeletal anatomy of the lower limb. Anatomical Sciences Education, 5, 281-286. Google Scholar | Crossref | Medline | ISI | |
|
Brinol, P., Petty, R. E. (2003). Overt head movements and persuasion: A self-validation analysis. Journal of Personality and Social Psychology, 84, 1123-1139. Google Scholar | Crossref | Medline | ISI | |
|
Carney, D. R., Cuddy, A. J. C., Yap, A. J. (2010). Power posing: Brief nonverbal displays affect neuroendocrine levels and risk tolerance. Psychological Science, 21, 1363-1368. Google Scholar | SAGE Journals | ISI | |
|
Cohen, B. B. (1993). Sensing, feeling, and action. Northampton, MA: Contact Editions. Google Scholar | |
|
Damasio, A. R. (1994). Descartes’ error: Emotions, reason and the human brain. New York, NY: Putnam. Google Scholar | |
|
Feldenkrais, M. (1981). The elusive obvious. Capitola, CA: Meta Publications. Google Scholar | |
|
Fosha, D. (2000). The transforming power of affect: A model for accelerated change. New York, NY: Basic Books. Google Scholar | |
|
Hackney, P. (2002). Making connections: Total body integration through Bartenieff fundamentals. New York, NY: Routledge. Google Scholar | Crossref | |
|
Hannaford, C. (2005). Smart moves: Why learning is not all in your head. Salt Lake City, UT: Great River Books. Google Scholar | |
|
Johnson, R. L. (1982). Identification and comparison of learning styles between physical education and dance majors (Unpublished master’s thesis). University of Idaho, Moscow. Google Scholar | |
|
Jostmann, N. B., Lakens, D., Schubert, T. W. (2009). Weight as an embodiment of importance. Psychological Science, 20, 1169-1174. Google Scholar | SAGE Journals | ISI | |
|
Juhan, D. (1987). Job’s body: A handbook for bodywork. Barryton, NY: Station Hill Press. Google Scholar | |
|
Kahneman, D. (2011). Thinking, fast and slow. New York, NY: Farrar, Straus and Giroux. Google Scholar | |
|
Karp, G. C., Walker, D. B. (1990). Comparison of processing style and instructional style observed in physical educators and dance educators. Perceptual Motor Skills, 70, 122. Google Scholar | SAGE Journals | ISI | |
|
Keleman, S. (1987). Embodying experience: Forming a personal life. Berkeley, CA: Center Press. Google Scholar | |
|
Kolb, A. Y., Kolb, D. A. (2005). Learning styles and learning spaces: Enhancing experiential learning in higher education. Academy of Management Learning & Education, 4, 193-212. Google Scholar | Crossref | ISI | |
|
Kolb, A. Y., Kolb, D. A. (2011). Learning Style Inventory Version 4.0 Hay Resources Direct. Available from www.learningfromexperience.com Google Scholar | |
|
Kolb, D. A. (1984). Experiential learning, experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall. Google Scholar | |
|
Kolb, D. A., Rubin, I. M., McIntyre, J. (Eds.). (1971). Organizational psychology: An experiential approach. Englewood Cliffs, NJ: Prentice Hall. Google Scholar | |
|
Laban, R. (1974). The language of movement. Boston, MA: Plays. Google Scholar | |
|
Lamb, W., Watson, E. (1979). Body code: The meaning in movement. Princeton, NJ: Princeton Book. Google Scholar | |
|
Leijen, A., Lam, I., Wildschut, L., Simons, P. R., Adlmiraal, W. (2009). Streaming video to enhance students’ reflection in dance education. Computers & Education, 52, 169-176. Google Scholar | Crossref | ISI | |
|
Lubar, K., Halpern, B. L. (2003). Leadership presence. New York, NY: Gotham Books. Google Scholar | |
|
Maletic, V. (1987). Body-space-expression: The development of Rudolf Laban’s movement and dance concepts. New York, NY: Mouton de Gruyter. Google Scholar | Crossref | |
|
Mehrabian, A. (1971). Silent message. New York, NY: Wadsworth. Google Scholar | |
|
Moore, C. L., Yamamoto, K. (2012). Beyond words: Movement observation and analysis. New York, NY: Routledge. Google Scholar | Crossref | |
|
Newlove, J., Dalby, J. (2004). Laban for all. London, England: Nick Hern Books. Google Scholar | |
|
Ratey, J. J. (2008). Spark: The revolutionary new science of exercise. New York, NY: Little, Brown and Company. Google Scholar | |
|
Roessger, K. M. (2012). Toward an interdisciplinary perspective: A review of adult learning frameworks and theoretical models of motor learning. Adult Education Quarterly, 62, 371-392. Google Scholar | SAGE Journals | ISI | |
|
Sharma, G., Kolb, D. A. (2010). The learning flexibility index: Assessing contextual flexibility in learning style. In Rayner, S., Cools, E. (Eds.), Style differences in cognition, learning and management: Theory, research and practice (pp. 60-77). New York, NY: Routledge.. Google Scholar | |
|
Seigel, D. J. (2010). Mindsight: The new science of personal transformation. New York, NY: Bantam Books. Google Scholar | |
|
Siegel, D. J. (2012). Pocket guide to interpersonal neurobiology. New York, NY: W.W. Norton. Google Scholar | |
|
Wilson, M. (2009). Dance pedagogy case studies: A grounded theory approach to analyzing qualitative data. Research in Dance Education, 10, 3-16. Google Scholar | Crossref | ISI | |
|
Zakrajsek, D. B., Johnson, R. L., Walker, D. B. (1984). Comparison of learning styles between physical education and dance majors. Perceptual & Motor Skills, 58, 583-588. Google Scholar | SAGE Journals | ISI | |
|
Zolli, A., Healy, A. M. (2012). Resilience: Why things bounce back. New York, NY: Free Press. Google Scholar | |
|
Zull, J. E. (2002). The art of changing the brain: Enriching teaching by exploring the biology of learning. Sterling, VA: Stylus Publishing. Google Scholar |
