Perceptions of Pediatric Physical Therapists and Physical Educators on Classifying Learning Styles of Children and Adolescents With Cerebral Palsy

ABSTRACT

The purpose of this study was to examine professionals’ perceptions on classifying learning styles in the context of teaching motor activities to children and adolescents with cerebral palsy (CP). The participants were 21 pediatric physical therapists (PPTs) and seven physical educators (PEs) in three schools for special education in The Netherlands. All participants were introduced to the key descriptions of two existing learning style instruments (Kolb's Learning Style Inventory and Myers–Briggs Type Indicator), applied them to children and adolescents with CP, and reported their perceptions in written surveys. This study had a mixed-methods design. Quantitative and qualitative data analyses showed that PPTs and PEs are mostly positive about the idea of classifying learning styles in the context of teaching motor activities to children and adolescents with CP, giving three main reasons: individual approach, professional communication, and treatment awareness. Additionally, qualitative data analysis showed that the key descriptions of the two learning style instruments were not feasible as classifications for children and adolescents with CP. It is therefore recommended that other learning style classification instruments should be explored and that possibly a new learning style classification instrument should be developed in the context of teaching motor activities to children and adolescents with CP.

KEYWORDS :

• Cerebral palsy
• learning styles
• motor activities
• motor learning
• physical educators
• physical therapists
• teaching

APPENDICES

Appendix 1 Key Descriptions of Learning Styles according to Kolb's Learning Style Inventory

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Appendix 2 Key Descriptions of Learning Styles according to the Myers Briggs Type Indicator

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