Utilizing Kolb’s Experiential Learning Theory to Implement a Golf Scramble

Glenna G. Bower

Year: 2013 Volume: 12 Issue: c

Pages: 29-56

Abstract: This study introduced how Kolb’s Experiential Learning Theory was used across the four-mode learning cycle of abstract conceptualization, active experimentation, concrete experience and reflective observation as a pedagogical tool for implementing a golf scramble. The primary research question was to see whether Kolb’s Experiential Learning Theory four-mode learning cycle was an effective means for implementing a the golf scramble. The participants of the experiential learning experience were twenty-three (N=23) students from a 16-week sport event management course who planned, organized, led, and implemented the golf scramble. The Golf Scramble was evaluated across three different surveys including the Student Opinion of Instruction Survey (SOIS), the University Course Climate Survey (UCCS), and the Golf Scramble Participant Survey. The result of the study indicated that instructional strategy was important in the abstract conceptualization and concrete experience (M=4; SD=.95). The students also supported active experimentation and reflective observation as they stressed the importance of the real life experiences they took from the course. There were multiple benefits of utilizing Kolb’s Experiential Learning Modes Cycles in the classroom that can be expanded to other areas within sport management pedagogy as well as related fields.