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Learning opportunities for adults exist in a variety of settings ranging from a formal institution to a place of employment. It is important to acknowledge prior knowledge and experiences of learners, including their ability to recognize their own skills as lifelong learners, Merriam, 1999 in Conlan, Grabwoski, Smith. Considerations for adult development and learning include biological, physical and psychological development including deterioration and disease processes that may occur and sociocultural and integrative perspectives on development (Merriam, 1999 in Conlan, Grabowski, Smith). While the most common reason for adults to place themselves in a learning environment is a life-changing event, once in that environment there are many factors that affect the learning experience. The most significant is referred to here as the briefcase brought with them. Briefcase may include (Conlan, Grabowski, Smith): • Life experience (including life altering events that affect cognitive abilities); • Work experience (including development of thinking patterns based on this experience); • Positive/negative previous adult learning experiences; • Performance effectors, including cognitive and physical abilities; • Time between learning interactions; • Aging factor. In developing countries these factors may not be considered when planning adult physical and sport education programs, and with ignoring the importance of physical activities in those countries, it is very significant to have sufficient knowledge about philosophies and theories of adult education, the psychology and the physical statues of adult learner and to have the necessary tools to plan successful adult education programs. Therefore, this paper discusses the following issues: andragogy, kinds of learning and settings for learning. The paper concluded with recommendations for practitioners, adult teachers and adult program planers
Journal of Human Sport and Exercise - 2019 - Spring Conferences of Sports Science
Long life learning on physical activity2016 •
This paper provides a link between adult learning and lifelong literature. The rationale for adult learning which has its roots on informal learning is provided to bridge the gap between the two notions. It offers in a nutshell some benefit of learning from adult education standpoint. It also paper proposes and substantiate of a comprehensive position of learning that accommodate social aspects of life than narrowly understood formal learning for certification. The paper expects to classify the immediate results of learning, offer the understanding of how learning influence on outcomes and offer practical examples from empirical evidence. Last, the paper emphasizes the wide understanding of learning from an adult education perspective as a concluding remark.
The aim of the study was to examine the effectiveness of a life skills training program in a physical education setting, using a qualitative approach. Participants were 76 seventh grade students. The life skills program included goal setting, positive thinking and self-talk and consisted of 8 lessons which were implemented in connection with a physical fitness program. Sixteen interviews from 8 boys and 8 girls were conducted after the end of the intervention. Data were coded through thematic analysis (Boyatzis, 1998) in the following dimensions: usefulness, satisfaction, function, transfer, and comprehension. Results showed that students comprehended the teaching of the life skills program and found it enjoyable, interesting, useful and beneficial. In addition, students reported that they used the life skills, not only during physical education, but also in other subjects as well as in circumstances out of school. In conclusion, the life skills training program was effective and ca...
Adults Learning Development, Knowing, learning and problem solving of Adults
Adults Learning and development2023 •
Definition Adults Learning in according to IGGI Global education, ‘Adult learning is a process of adults gaining knowledge, skills, and competence. It is defined as the practice of teaching and educating adults, theory and study of adults learning, or pedagogical process”. The adults’ learning about the wuggles is characteristic of developing learning. Their learning showed the three attributes that characterize an identify developing learning; a growth trend, qualitative restructuring, and self – scaffolding to new knowledge. Indeed, developing learning reflects attributes to which educators have long aspired: No educator attempts to generate the shallow, superficial, easily reversible processes that identify non developing learning. Adults learning developments are process to give and take or transferred science from a person to another person or people with the way and process and need approach, strategic behavior based on experience for the aimed that the process of learning would be enjoy both of learner or lecturer and accepted that learning is a relatively permanent change in behavior or in behavioral potentiality that results from experience and cannot be attributed to temporary body states. Learning is more focus in a process to be maturation. A Person will be change from depend on from another person to be have skill to direct for her / himself and independent. The main principles of adults in learning are get understanding and maturation to be survive and learning used to experiment, discussions, problem solving, exercise, and experiment simulation. Adults will ready to study if they get subject exercise is appropriate by what is their sense important in problem solving in their life. They need facilities to support and create learning situation.
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