Learning styles of college students in physical education: insights from Kolb’s experiential learning theory

Ahmed Ghorbel; Med Moncef Kammoun; Mohamed Yaakoubi; Omar Trabelsi; Liwa Masmoudi; Adnen Gharbi

doi:10.15561/20755279.2025.0501

Authors

Ahmed Ghorbel National Observatory of Sport https://orcid.org/0009-0004-6890-9867
Med Moncef Kammoun University of Sfax https://orcid.org/0009-0001-9431-1875
Mohamed Yaakoubi National Observatory of Sport https://orcid.org/0009-0003-5187-236X
Omar Trabelsi National Observatory of Sport https://orcid.org/0000-0001-6545-4706
Liwa Masmoudi National Observatory of Sport https://orcid.org/0000-0002-9628-1585
Adnen Gharbi National Observatory of Sport https://orcid.org/0000-0001-9971-1993

DOI:

https://doi.org/10.15561/20755279.2025.0501

Keywords:

learning style preference, categories of sports, High school diploma, Kolb's learning theory, Individual and team sports

Abstract

Background and Study Aim. Understanding learning style preferences in physical education (PE) is essential for optimizing teaching strategies and improving student outcomes. The research aims to provide insights into how tailored pedagogical approaches can enhance learning effectiveness in PE programs. Material and Methods. A cross-sectional study was conducted with college students enrolled in physical education courses. Kolb’s LSI was administered to categorize learning styles into four types: accommodating (intuitive-pragmatic), diverging, assimilating, and converging. Data were analyzed to determine the distribution of learning styles and their correlations with gender, type of high school diploma (sports-related vs. non-sports-related), and sport category (individual or team-based). Statistical analyses were performed using the Mann-Whitney U test to analyze differences across dimensions based on gender, high school diploma, and categories of sports. Results. The findings indicated a dominant preference for the accommodating learning style (active experimentation and concrete experience). This aligns with the hands-on, dynamic nature of PE. Differences were observed based on sport specialization. Students in individual sports exhibited greater tendencies toward introspection and analytical thinking (assimilating style). In contrast, those in team sports leaned toward active experimentation. Additionally, students from non-sports-related high school backgrounds showed a stronger preference for active experimentation compared to their peers with sports-focused diplomas. No significant gender-based differences were found in learning style preferences. Conclusions. The study highlights the need for diverse and adaptive teaching methods in physical education to cater to varied learning styles. Emphasizing experiential learning, particularly for students from non-sports academic backgrounds, and incorporating reflective practices for individual-sport athletes could enhance engagement and performance. These insights can help educators design more effective PE curricula. Ultimately, this supports students’ academic and professional development in sports-related fields.

Author Biographies

Ahmed Ghorbel, National Observatory of Sport

Ahmed.ghorbel@isseps.usf.tn; Research Unit: Physical Activity, Sport and Health, UR18JS01 (Tunis, Tunisia); The High Institute of Sport and Physical Education, University of Jendouba (Kef, Tunisia).

Med Moncef Kammoun, University of Sfax

moncefkammoun@yahoo.fr; The High Institute of Sport and Physical Education; Sfax, Tunisia.

Mohamed Yaakoubi, National Observatory of Sport

mohamed.yaakoubi@isseps.usf.tn; Research Unit: Physical Activity, Sport and Health, UR18JS01 (Tunis, Tunisia); The High Institute of Sport and Physical Education, University of Jendouba (Kef, Tunisia).

Omar Trabelsi, National Observatory of Sport

omar.trabelsi@issepk.rnu.tn; Research Unit: Physical Activity, Sport and Health, UR18JS01 (Tunis, Tunisia); The High Institute of Sport and Physical Education, University of Jendouba (Kef, Tunisia).

Liwa Masmoudi, National Observatory of Sport

liwa.masmoudi@isseps.usf.tn; Research Unit: Physical Activity, Sport and Health, UR18JS01 (Tunis, Tunisia); The High Institute of Sport and Physical Education, University of Sfax (Sfax, Tunisia).

Adnen Gharbi, National Observatory of Sport

adnenegharbi@yahoo.fr; Research Unit: Physical Activity, Sport and Health, UR18JS01(Tunis, Tunisia); The High Institute of Sport and Physical Education, University of Sfax (Sfax, Tunisia).

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