Running Head: INDIVIDUAL LEARNING ANALYSIS BY MINYOUNG MOON

Individual Learning Analysis

Minyoung Moon

July 1st, 2013

EHRD 630 Adult Learning

College of Education and Human Development

Texas A&M University

Individual Learning Analysis 1

Individual Learning Analysis (Learning How to Play Tennis)

The purpose of this assignment is to explore my observations and reflections upon

my own adult learning process. Fortunately, it was not hard to find the topic that I wanted to

explore. I have been taking tennis lessons in the community from the beginning of May, and

it has been definitely satisfying in terms of learning new thing, strengthening my physical

ability, and building a relationship among the tennis players in the community. Therefore, in

this paper, I will address why I chose to learn how to play tennis with a brief description of

the process of my learning and my reflections on what I have learned through this activity of

learning tennis in the community in the lenses of adult learning theories and perspectives.

The reasons to learn how to play tennis

According to Coombs (1985), adult learning occurs in three types of setting: formal

institutional settings, non-formal settings, and informal contexts. Since I was enrolled as a

graduate student at College of Education in Texas A&M University (TAMU), I believed I was

learning knowledge and skills in formal institutional settings by attending several courses

both online and offline. Besides my formal learning from TAMU, I was looking for learning

something new in a non-formal setting with an informal context that would make my life

more enriching and better. Moreover, I wanted to be in good mental and physical shape.

Thus, I decided to learn how to play tennis with great support from my husband who once

was entitled to a tennis club president in a Korean community in College Station.

Since I was a little girl, there were many things that I wanted to learn in the informal

settings, mostly in exercise aspects. For instance, I wanted to learn how to dance salsa, how

to snowboard, how to swim, and how to play tennis. I always loved to do aerobic exercises in

particular. In my 20s, I learned all the aforementioned sports except tennis (See Figure 1.1).

Individual Learning Analysis 2

Thus, learning how to play tennis was always on my wish list. Moreover, tennis is a good

sport that can be enjoyable at any place as long as tennis courts are around in the

neighborhood. There are about five decent tennis courts in College Station, and there is also a

tennis coach who gives tennis lessons for the beginners. As a person who has never played

tennis before, I was willing to pay lesson fees to learn tennis skills while enjoying my spare

time to strengthening my body and soul. Considering its easy access and learning

opportunities in this town, I believed that learning tennis would be a good learning

opportunity that met my needs and wants.

Figure 1.1 Swimming, Snowboarding, and Salsa Dancing Experiences

Figure 1.1 In my 20’s, I learned how to swim, snowboard, and dance salsa.

A description of the process of learning tennis

I started to take a tennis lesson in May this year. There are about 30 members in the

Korean Tennis Club in College Station who gather to play tennis for once a week on a regular

basis. Hence, it has been roughly 2 months for me to practice tennis within my community.

Additionally, I normally take a tennis lesson for 3 times per week for about an hour. During

the tennis lessons, I went over various techniques in a following order: forehand stroke,

backhand stroke, volley, and serve. In this section, I will briefly explain these four different

Individual Learning Analysis 3

types of tennis strokes and their key tips.

First, the forehand stroke is one of the primary and basic groundstrokes used in

tennis. The key is to turn away a player’s shoulder as much as possible from the tennis ball

from the opponent. Meanwhile, a player’s left hand should be always ready to hold the racket

even if the player is still preparing for the forehand move. This movement makes the natural

shoulder turn, and this shoulder turn allows the player to coil the upper body. It also helps to

swing with more power by turning the whole upper body from side to front when the player

hits the ball (See Figure 1.2).

Figure 1.2 Forehand Tennis Techniques

Figure 1.2 The key technique for tennis forehand stroke is coiling the upper body.

Second, the backhand stroke is known for the one of the least practiced areas in

tennis technique. Since most tennis players rely on the forehand, knowing proper tennis

backhand technique is just as important as the forehand. Thus, the backhand shot can be a

dependable strategy under pressure in match situations. Likewise, the body direction is also

important to the backhand as the backswing takes an important role. The hands and racket

should do minimal work in taking the racket back away from the coming ball (See Figure

1.3).

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Figure 1.3 Backhand Tennis Techniques

Figure 1.3 The key technique for the tennis backhand stroke is swinging the body.

Third, the tennis volley is the stroke that does not show much difference in terms of

power, skills, and accuracy between men and women. Thus, many women prefer to

strengthen her volley skills in order to win the match with diverse gender. The main key for

volley is hit before the ball bounces on the ground. The tennis volley shots normally perform

when the players are at the net or near the net. Aside from anticipating the opponent’s shots, a

quick response is vital for the tennis volley (See Figure 1.4).

Figure 1.4 Volley Tennis Techniques

Figure 1.4 The key technique for the tennis volley stroke is locating oneself as close

as to the net.

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Last but not least, the tennis serve is always the last stroke that I go over during the

lesson. The tennis serve is probably the best powerful stroke in tennis. Players who are able

to consistently generate powerful serves with heavy spins have a substantial advantage over

their counterparts. Again, like other strokes in tennis, the tennis serve requires an effective

shoulder and body turn while performing. The key is starting with a high toss in order to

conduct a powerful strike. Frankly, the tennis serve is my weakest area, because I tend to toss

low. A toss is arguably the most important part of the serve. In fact, I am consistently

practicing a high toss (See Figure 1.5).

Figure 1.5 Serve Tennis Techniques

Figure 1.5 The key technique for the tennis serve stroke is tossing high and striking

hard.

Reflections on what I learned about playing tennis

Learning is a never ending process through an entire human life. According to Tough

(1968), people continuously pursue learning in order to use or apply knowledge and skills in

their lives. Along with this desire for practical application, people enjoy learning activities

because of their pleasure and satisfaction of possessing new knowledge and skills (Tough,

1968). Likewise, I enjoyed learning new skills about tennis that I longed for since I was a

Individual Learning Analysis 6

little girl. It is no doubt that exercise benefits people in various ways. In my case, I learned to

be persistent, cooperative, and excited about meeting new people through a game.

There were many days that I did not want to take the tennis lesson or to play. At the

beginning, I thought playing tennis would be like playing badminton that I was good at.

However, the more I played tennis, the more I realized that it was totally different from

badminton. I had to learn everything from rocket grips, to body poses, to the game rules.

Through intensive private lessons and practices, I believed I gained, to some extent, up to par

knowledge and skills to play a match within my community, at least with my spouse. Now,

my husband and I are enjoying playing tennis together, and we even play doubles with other

couples in the community.

One of the reasons for me to learn tennis was to make more friends while I am in

College Station. Coming from South Korea to America was definitely a huge change in my

life, and I wanted to build a good network in the community through active interactions with

people. Playing sport is an effective way to interact with various people while developing

friendships and meeting new people with the same interests. Thus, I decided to learn how to

play tennis to pursue my needs and wants.

In the text, Merriam, Caffarella, & Baumgartner (2012) contend that learning in

adulthood is an interaction between the adult and their world. Thus, the duties and

responsibilities inherent in the adult roles of worker, spouse, partner, parent, and citizen

matter to adult learners about their learning choices. To me, it was not hard to choose what I

wanted to learn, because my husband was always passionate about playing tennis. Hence, I

thought it would be nice to play tennis with him, so that we could spend more time together.

On one hand, playing tennis enabled us to enjoy our time together, and now we are both

striving hard to play it better. On the other hand, playing tennis helped me to get to know

Individual Learning Analysis 7

more people in town. Besides enjoying my tennis time with my husband, I have been meeting

lots of people in my community through tennis matches.

Meeting new people in the community definitely has added-value to my life. This

kind of activity makes my life more enjoyable in College Station. Merriam et al., (2012) note

that one common goal of community-based learning is “the focus on social action and change

for the betterment of some part of the community” (p.32). Since I started playing tennis, I

joined a Korean Tennis Club (KTC). The KTC’s goal is to build a close relationship not only

for Korean tennis players, but also for those who are interested in Korean culture and playing

tennis for leisure purposes. The KTC was established in 1999, and it has been actively

involved in both Korean community and College Station in terms of sharing tennis

sportsmanship, game matches, and Korean cultures (See 1.6). This organization is operating

by membership fees and donations, and there are about thirty members including faculties

and students from Texas A&M University.

Figure 1.6 Korean Tennis Club in College Station

Figure 1.6 I attend Korean Tennis Club on a weekly basis for the tennis match.

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Discussion of my reflections in relation to the theory and research on adult learning

Several teaching styles can be used in a classroom. I consider myself to be a self-

directed learner who likes to learn things spontaneously. According to Lindeman (1926),

there are several key assumptions about adult learners, and one of those assumptions is that

adults have a deep need to be self-directing. Likewise, when I was taking tennis lessons, I

believe I enjoyed more when I scheduled my tennis lesson plan while getting some advice

from the coach. Also, I looked for many tennis video clips voluntarily after taking the lessons.

I even recorded my own tennis stoke moves to review my moves. Merriam et al., (2012) also

note that students should take the “primary initiative for planning, carrying out, and

evaluating their own learning experiences” (p.110) in their self-directed learning process. As

an adult learner, I believe I followed a self-directed learning style.

Previous studies show the importance of dialogue in adult learning. To me, joining

the Korean tennis club greatly motivated me to learn more about tennis while establishing

close relationships with the people of the same interest. These interactions with other tennis

players helped me to improve my tennis knowledge and skills. Gergen (1995) states that

engagement, incorporation, and feedback from others will excessively advantages one’s

learning activities. Whenever I had a tennis match, most of the counterparts were better

players than me. Although it was a competitive match, the other players always gave me

some practical tips to play tennis better. I definitely learned more through experiences and

dialogues.

Merriam et al. (2012) agree that developing a welcoming and comfortable

atmosphere is critical in facilitating adults to learn from their experiences through the

interactions. Since there were always two way dialogues in a friendly environment at the

club, I could ask any questions directly and getting answers from my colleagues.

Individual Learning Analysis 9

In the same vein, social constructivists also believe that knowledge is “constructed

when individuals engage socially in talk and activity about shared problems or tasks. Making

meaning is thus dialogic process involving persons-in conversation, and learning is seen as

the process by which individuals are introduced to a culture by more skilled members”

(Driver, Asoko, Leach, Mortimer & Scott, 1994, p.7). Knowing more skilled members whose

tennis skills are far beyond my level were definitely good opportunities for me to get

motivations and support.

Figure 1.7 Coach Lee and Me

Among my tennis club members, my coach Lee is

one of the most influential persons to me (See

Figure 1.7). Coach Lee has been giving tennis

lessons for students over 20 years now, and he

once was a professional tennis player in South

Korea. I am lucky to have such a great player as

my private coach. Not only his tennis skills are

unarguably exceptional, but also his teachings are

excellent for tennis students.

Figure 1.7 Coach Lee told me many stories that

are related to tennis.

In many situations, Coach Lee gives me numerous examples of tennis skills in real

situations. In general, I like engaging in active conversations. Hence, listening to my coach’s

real experiences in the field always make me to strive further in order to prepare for my

upcoming matches. According to Tisdell (2001), personal narratives are powerful especially

Individual Learning Analysis 10

in the feminist adult learning. She claims that sharing personal stories of both instructors and

learners can be one of the effective teaching methods to use in adult learning. She also

mentions that stories can be used to facilitate group bonding and to apply one’s life

experiences related to particular learning techniques or theories (Tisdell, 2011).

One of the major benefits of using narrative learning is as follow “The authenticity

and immediacy of a story of lived experience takes us into the experience of another. In that

way it deepens and expands our capacity for taking the perspective of another” (Rossiter &

Clark, in press, p.107). As an adult instructor, I believe my coach understands my needs and

challenges. Then, he tries to tell many stories that are related to tennis skills during games. So

far, it has been working very well with me as I see myself indulging in tennis more with a

gradual improvement.

Conclusion

Playing tennis has taught me another pleasure in my life. There are still many things

that I want to learn and discover in the world. I am grateful that I could learn something new

regardless of my age, situation, and location. After experiencing learning how to play tennis, I

definitely gained more knowledge and more people in my life. If I had not experienced

learning tennis or tried out for the matches, I would be merely watching tennis matches on

TVs all the time. Now, I am very grateful to experience new things as these continuously lead

me to realize something different about myself.

It is very interesting to see how people could evolve in many ways throughout their

long journey of learning. As the future Human Resource Development (HRD) professionals, I

believe we all need to motivate employees by encouraging them to try new things and

explore them. These tryouts will eventually increase employees’ job satisfaction and enrich

Individual Learning Analysis 11

their lives further, which are two of the major goals for HRD.

Life is full of surprises, and learning about ourselves will be a never ending process.

To this end, I would like to finish my individual learning analysis with the quote that I liked

from the text, “If life offers the ongoing opportunity for increased awareness and personal

growth, think how far we could evolve, given the advantage of extra decades of life!”

(Dychtwald and Flower, 1989).

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References

Coombs, P. H. (1985). The world crisis in education: A view from the eighties. New York:

Oxford University Press.

Driver, R., Asoko, H., Leach, J., Mortimer, E., & Scott, P. (1994). Constructing scientific

knowledge in the classroom. Educational Researcher, 23(7), 5-12.

Gergen, K. J. (1995). Social construction and the educational process. In L.P. Steffe & J.

Gale (Eds.), Constructivism in education (pp.34). Hillsdale, NJ: Erlbaum.

Lindeman, E. C. (1926). The Meaning of Adult Education. New York: New Republic.

Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2012). Learning in adulthood: A

comprehensive guide. Jossey-Bass.

Rossiter, M., & Clark, M. C. (in press). Narrative and the practice of adult education.

Malabar, FL: Krieger.

Tisdell, E. J. (2001). Feminist Perspectives on Adult Education: Constantly Shifting Identities

in Constantly Changing Times. In V. Sheared & P.A. Sissel (Eds.), Making Space:

Merging Theory and Practice in Adult Education. (pp.276-278). Westport, CT:

Greenwood Publishing.

Tough, A. M. (1968). Why Adults Learn; A Study of the Major Reasons for Beginning and

Continuing a Learning Project.