Curriculum Negotiation in an Undergraduate Fitness Education Course for Transformative Learning

ABSTRACT

Challenges exist when designing curriculum for courses where various kinesiology majors are enrolled. They not only exist for the instructors, but also for students that bring with them previously held assumptions and beliefs about their expectations for learning. Therefore, by creating a student-centered learning environment where students self-examine, critically assess their previously held assumptions and plan a course of action for their education has the potential to be a transformative experience for students. The purpose of this article is to disseminate guidelines for developing and implementing a curriculum negotiation between the instructor and students within the theoretical framework of transformative learning. This article first describes the importance of establishing a student-centered learning environment to facilitate the transformative learning experience. From there, the explicit focus is on the development of course assignments designed to promote transformative learning in alignment with the course objectives. The narratives provide recommendations for developing an undergraduate kinesiology course where students can be empowered to create meaningful learning experiences. Included is a discussion about how transformative learning theory is a valuable and advantageous approach to enrich learning.

KEYWORDS:

• Transformative learning
• kinesiology
• teaching
• higher education
• physical education

Disclosure statement

No potential conflict of interest was reported by the author(s).