Everyday learning in later life through engagement in physical activity

Abstract

ABSTRACT Despite older adults’ developmental process along with its inextricable connection to health and physical activity issues and a unique learning desire in later life, limited evidence exists regarding the nature of learning that occurs when older adults engage in their practice of exercise. As engagement in personally satisfying physical activity becomes more meaningful in older adulthood as a means for healthy aging, understanding their practice of exercise and learning particular exercise-related skills is imperative. Thus, we examined older adults’ perceptions of aging and everyday learning experiences in the context of physical activity. Using grounded theory, specifically following the paradigm model, we identified the core category of ‘nature of learning in physical activity in later life’ and older adult exercisers’ learning process including assimilative, accommodative, and social aspects of learning. The findings suggested that physical literacy in older adulthood, self-directed learning about physical activity, reflective practice, and nostalgic learning should be taken into consideration when developing quality exercise programs and conducting future research.