Gym Coach, Vol.

2 (2008) 47-51 Commentary Article

Coaching to the learning styles

Beth Gardner
Heart of Texas Gymnastics, Temple, United States

ABSTRACT
It is widely accepted that individuals learn at different rates and through different learning styles. Each individual has a
preference towards a preferred style/s that allows them to extract the most amount of information from their
surroundings. Through a greater understanding of the different styles of learning, coaches are able to more effectively
present their classes, and thus improve the athlete’s rate of learning. Creating lesson plans for groups or individuals, the
use of coaching cues, which address the various learning styles, make classes most effective. This article will discuss the
various learning styles and how to effectively use them to create more effective gymnastics classes, recreational and or
competitive.

Key Words: coaching strategy, recreational coaching, class structure, communication, teaching style

INTRODUCTION
In his book, Frames of Mind: The Theory of Multiple
Intelligences, Dr. Howard Gardner addresses the different
ways we learn as individuals. Each of us learns in various
ways, with a blending of learning styles, but we are each
prone to learning best when given specific cues that suit
our individual brain patterns. Dr. Gardner categorized the
learning styles as follows:
• Bodily-kinesthetic (using physical movement),
• Linguistic (auditory / verbal),
• Visual-spatial (visually oriented),
• Logical-mathematical (sequential learning),
• Musical (rhythm and music-based),
• Interpersonal (partner or group oriented), and
• Intrapersonal (independent).
based factors also affect learning styles and coaches need
to understand them in order to most effectively apply them
as a teaching tool. These factors are particularly helpful to
understand in working with preschool and younger
recreational students since preschoolers are still in early
childhood development stages and one-hour recreational
kids are often individually less familiar to the coach than
team students with whom we commonly spend multiple
hours per week.
Developmental Factors
At birth we are all born with a certain level of kinesthetic
understanding. A baby, for example, will cry when he is
hungry because he feels hunger pangs. Likewise, when a
baby wets his diaper, he will let his caretaker know that he
is uncomfortable. These are kinesthetic values that he
understands. He can feel discomfort.

Each type of intelligence has its own neurological pattern
and, to a great extent, this has been confirmed by research
in the behavioral and brain sciences.
The use of learning styles has very practical application
within any teaching situation. The gym environment is no
different. It is highly beneficial for coaches to understand
the various learning styles and their applications to
improve their coaching strategies and communication.
DISCUSSION and REVIEW
Before examining each learning style individually, its
important to mention that developmental and gender-
Around the age of three years old, we begin to refine our
learning styles and we generally break into three main
categories at this stage: kinesthetic, linguistic and visual-
spatial. While we maintain our fundamental kinesthetic
understanding, we also begin to split into the other two
categories. A child who learns better through verbal
explanation is more prone toward linguistic learning while
a child who responds better to demonstrations falls to a
more visual-spatial learning style. Then, around age four to
eight years of age, we continue to refine our learning styles,
eventually falling into one of the seven different categories.
We still benefit from all learning style cues, but we respond
best to those, which fit our personal brain patterns
Gender Factors

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B. Gardner, Gym Coach, Vol.2 (2008) 47-51
While we eventually fall into one of the seven categories,
genders tend split into two of the categories. Females tend
to be more prone toward linguistic learning while males
tend to fall toward more visual-spatial learning. Hence the
common jokes and stereotypes about how much women
talk on their phones. This does not mean that all females
are linguistic learners or that all males are visual-spatial
learners. Still, it does help to understand how to tailor our
coaching if we are working with large groups heavily
ratioed with one or the other gender. For example, when
coaching a class heavily rationed with girls and the coach is
not familiar with the individual students, it can be of
advantage to use a lot of explanation and have them repeat
instructions back to the coach in order to reach the
greatest number of students with targeted cues. On the
other hand if the majority if students were boys with whom
the coach is not familiar, the coaches should use a lot of
visual cues, with demonstrations, landing targets and
picturesque language. Doing so is more advantageous
because that I will get the best response from the majority
of students within such a group. Its does mean you don’t
use other cue and form of communication but this is more
effective when addressing the whole group, within a 45min
to 1hr class.
When communication the with the student one on one
with within small gender groups, that coaches can employ
more learning cues.
Summary
So, to summarize:
Age Considerations When working with very young
children, use all learning style cues, but tailor most
cues to fit the kinesthetic, auditory and visual
learning styles.
Gender Differences When working with classes
heavily weighted with one gender or the other, it is
helpful to give cues that are most likely to reach the
greatest number of students within that class.
Boys: Visual
Girls: Linguistic/Auditory/Verbal
Understanding the Seven Learning Styles:
Feelings, Nothing More than Feelings: The
Kinesthetic Learner
Gymnastics, by nature, is a kinesthetic sport. Gymnasts
have to learn how performance of specific skills should feel
in order to make those skills learned body movements.
Kinesthetic cues are, therefore, always helpful in teaching
gymnastics.
Cues that fall into this category include body molding or
shaping the body and extremities into the correct
positions. Other cues to which the kinesthetic learner will
respond include incorporation of textures, utilizing
repetitions, allowing the kids to write things down or
construct things, and role-playing to act out ideas.
Kinesthetic learners like to be involved physically, moving
©2008 The Gym Press. All rights reserved
Commentary Article
as they learn. They like to work with their hands and they
do not like to stand in lines or wait around for their turns.
Some of the kinesthetic cues of that can be helpful to the
coach in the gym include furry bear paws for hopscotch
markers, building foam block towers for scoring to knock
them back down, using large leggos to build things as a
team, allowing boys to body slam into matted walls when
they successfully complete a rotation.
Language cues for the kinesthetic learner includes such
things as, “Can you feel the way your arm is straight?” and
"Let's do that now."
Do You Hear Me Now?: The Linguistic
(Auditory/Verbal) Learner
The Linguistic (auditory / verbal) learner loves to talk.
They listen well and respond well to explanations.
Listening to directions and then repeating instructions
works well for them. They remember things that people
have told them and do well at problem solving when they
are allowed to discuss the issue. Linguistic learners love
books, word games as well. Keeping in mind that girls tend
to fall to the auditory category, if a class is heavily ratioed
with girls, auditory cues will reach the majority of them.
Activities to incorporate into class for linguistic learners
include things like counting out loud together and placing
small cards at stations that name the activities at the
stations.
A really fun linguistic game we have used in our gym is
hangman as a class scoring system. As each kid
successfully finishes a rotation through the stations, they
get to guess a letter. The kids love playing the game, and
they work as a team to solve the puzzle. We have had great
success with this particular drill during our team workouts.
Language cues that address the auditory learner include
phrases like, “Can you hear me?” or “Could you repeat
what I just said?” or “How many sounds did your feet
make when they hit the springboard?”
Monkey See, Monkey Do: The Visual Spatial
Learner
People who learn visually often visualize mentally,
thinking in pictures instead of words. They respond well
to demonstrations rather than explanations. Visual
learners tend to learn best by seeing the big picture first,
then focusing on the details. Repetition and drill is not
their best learning technique nor is sequential learning
While females are more prone to be auditory learners and
males are more prone to be visual learners, I am one of
those who break the mold. I am a visual learner. I don’t
want to hear how a vacuum cleaner works. I don’t want to
read the user’s manual to find out how it works. I want
someone to SHOW me how it works. Likewise, when I am
driving in unfamiliar territory, I am most comfortable
when the driving instructions provide landmarks for which
to watch. When I plan events such as theme weeks or end
of year programs in the gym, I can “see” with my minds-
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B. Gardner, Gym Coach, Vol.2 (2008) 47-51
eye the exact product I am trying to produce. The trick for
me has always been translating the picture I see in my
mind to other people.
Visual learners love to doodle, have a strong sense of color
and often enjoy artistic activities. They are prone to having
vivid dreams. They are comfortable with diagrams rather
than text and can navigate unfamiliar territory with ease.
They enjoy doing spatial activities such as puzzles and
mazes.
In the gym, visual cues include such things as
demonstrations, landing targets, cues for hand and foot
placement, hopscotch mats, cartwheel mats, handstand
mats. Visual activities may include such things as tossing
games and object lessons using things like balls to teach
the tuck position for rounded body and zippers to teach the
difference between straddled and closed legs.
Another visual spatial activity that I have often used at
trampoline involves using a wooden pre-school puzzle as a
team building game. The puzzles have less than twenty
pieces. As the children wait for their turns, they work
together to put a puzzle together. Once they have
successfully completed the puzzle, it becomes their group’s
turn to jump on the trampoline.
Visual language includes phrases like, “Picture this.” “Can
you see how straight your leg is?” “Imagine a rainbow for
your cartwheel legs.”
Easy as 1,2,3: The Logical Mathematical
Learning Style
With the increased use of computers we are seeing an
increase in logical mathematical learners. This seems to
indicate that we can modify our learning styles to some
extent, adapting to the learning environments to which we
are exposed. Still, it behooves those of us who teach to
remember individual differences as we teach.
The logical mathematical learner learns in step-by-step or
sequential order. These learners are curious about how
things work, they are good at mental computations and
they like rational explanations. They like things to be
measured and they enjoy games that require logic and
strategy and they understand cause and effect.
ome of the logical mathematical activities that can
incorporate into the gym environment include, using pegs
in peg-boards to keep score, giving specific amounts of
repetitions, allowing the kids to count skills against the
clock either individually or as a team, sequential drills such
as stations that work each step of a skill to build on the last
step. I have used number cards at each station giving the
kids set numbers of repetitions or using the numbers to
“name” the station. Add-on games are also good for these
learners. Problem solving games in which the children
have to make it across a group of mats without touching
the floor are great as well.
©2008 The Gym Press. All rights reserved
Commentary Article
Language that addresses the logical mathematical learner
includes “First you place your foot in front of you for a
lunge.” “Next, you reach for the floor in lever.” “Then, you
kick to a handstand.”
You’ve Got a Friend: The Interpersonal Learning
Style
Interpersonal learners represent the social butterflies of
the learning styles. They love partner and group activities.
Socializing is their priority and they prefer to solve
problems by talking them out with others and working in
groups rather than alone. They frequently become class
leaders and they will often help their friends. Other people
tend to seek them out for advice.
Providing group interaction during warm-up games and
allowing students to partner with each other at stations are
great ways to provide for the interpersonal learners. One
of the drills we use in our gym that has been very effective
is partnering the children to “help” their friends.
Essentially, we allow partners to travel through the circuit
and encourage them to “help” their friends fix their body
positions, or straighten their legs. This allows for
analyzing and also gives visual cueing. So, it addresses
three different learning styles while incorporating
interpersonal activity.
Language that addresses the interpersonal learning style
includes phrases like “Let’s do this.” “Help your friend
keep their legs straight” “We are going to the next event.”
Get Outta my Space, I’m Intrapersonal
Intrapersonal learners are the loners among the learning
styles. As a young coach, I often worried when a child
didn’t want to participate in warm-up circle time. I have
had parents express concern when their child wasn’t
participating as the parent thought they should. Over
time, however, I have learned that passive participation is
a valuable form of participation. I have also learned that
some children just do not feel comfortable in group
environments and would rather work alone. So, when I
see a child who holds back from group interaction, I allow
them to participate by watching and I give them their “own
space” in close proximity next to the group. When a parent
expresses concern over it, I always explain that children
sometimes participate in groups passively and that they
are, indeed, learning as they watch or as they perform the
activity individually with space between them and the
group.
Intrapersonal learners are strong willed and independent.
Trying to force them into group activities is counter-
productive. They are self-directed and prefer spaces in
which they can work alone. While it may appear that they
are socially dysfunctional at times since they choose to
stand apart from group activities, they typically have high
self-esteem and are very self-sufficient.
Language that addresses the intrapersonal learner
includes, “Here is your space for warm-up.” “Find a carpet
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B. Gardner, Gym Coach, Vol.2 (2008) 47-51
square you would like to use while we perform our floor
skills.”
Nanny Nanny Boo-Boo and the Musical Learner
Gymnastics is a great sport for musical learners because it
requires rhythm, it requires dance, and we use music a
great deal. Musical learners enjoy working with
background music and they enjoy activities that include
such things as lummi sticks and clapping. They often hum
or sing and they can tell when music if off-key. They may
play musical instruments and they often have a good
singing voice. Musical learners generally know music
groups, lyrics to songs and sometimes speak with a
rhythmic quality.
One of the best musical cues that I have found utilizes the
“nana nana boo boo” song. The tonal changes in “nana
nana boo boo” are the first tonal changes the human ear
hears. This is a cross-cultural trait. That is why children
sing the “nana nana boo boo” song. So, we use the “nana
nana boo boo” tonal sequences in our gym a great deal as
we sing instructions to the kids. Any segment of that song
can be used in whole or in part. It is a great musical tool
for addressing the musical learners within the class, and
since all hearing humans can hear the tonal changes within
that song, it is effective cuing for the other learning styles
as well.
Language that addresses the musical learner includes
phrases like, “How many sounds to you hear when your
feet hit the springboard?” “Let’s count and clap together.”
“Listen to the rhythm as your hands hit the pommels.”
Quick Hints for Identifying Learning Styles
The observant teacher can pick up hints from each child as
to the learning style that suits him or her best simply
by watching the child’s behaviors. Here are some
simple clues to watch for in order to better
communicate with each child.
Kinesthetic: A child who touches everything, straightens
a furry foot print and pets it
Auditory: A child repeating things to you (verbal),
constant talker
Visual Spatial: The child who stands in your space after
watching you perform a skill because they want to perform
the skill exactly the way they saw it performed.
Logical Mathematical: The child who is addicted to
video games, counts things or asks for the reason behind
something (they want to know “why?”)
Interpersonal: The child who is always trying to help
others
Intrapersonal: The child who stands away from the
group
Musical: The child who knows songs, groups and lyrics
to songs playing on the radio, they often dance or snap
while they wait their turn, and they often tilt their head
when they listen to you.
The Pitfalls of our Own Learning Styles
Not only do we need to be alert to our students’ learning
styles, but we also need to be careful that we do not make
©2008 The Gym Press. All rights reserved
Commentary Article
assumptions based upon our own learning styles. It is very
easy to fall into the habit of teaching through the cues that
fit your own learning style the best. For example, I know I
am a visual learner. I tend to teach my kids with visual
cues, and I have to remind myself to use the other cues as
well.
Also avoid relaying on the gender stereotypes. It is easy to
fall into the trap of assuming that since boys tend to be
visual learners, all boys will learn visually. For example,
when I noticed that a little guy in one of my classes wasn’t
learning a seat-drop no matter how many times I showed
him how to do it, I had to remind myself to step back and
think of all the cues. That particular little boy was a
musical learner. He responded to sing-song directions.
Once I realized that he was a musical learner, I was able to
teach him a seat-drop very quickly by singing the
directions to him in a “nana-nana boo-boo” tone.
Incorporating the Learning Styles into Lesson
Plans
Once a lesson plan is developed, it is a good idea to review
each rotation and consider if cues for each learning
style have been incorporated into the lesson plan.
Have you incorporated textures?
Have you established the activity with an explanation?
Are there visual cues?
As you explain the activity, are you giving them steps to
follow?
Are there group or partner activities?
Have you provided for independent work?
Have you considered music or do you have music playing
in the background? Are you using rhythm?
CONCLUSIONS
Effective coaching is all about communicating effectively
with your athletes. To be as effective as possible the coach
should consider the individuals learning style, especially
with child athletes. Generally boys will tend to prefer visual
instructions and coaching cues where girls will respond
best to Linguistic/Auditory/Verbal instructions. However
when considering the individual its important to
remember that there are 7 different learning styles:
Kinesthetic, auditory, visual, logical mathematical,
interpersonal, intrapersonal and musical. Each person
tends to favor one method more so than the other 6, and
the observant coach will aim to understand which methods
works best for each athletes.
The smart coach will incorporate as many different
learning styles methods into his/her classes, and structure
as possible in order to cater for each individuals
preferences.
Every care is taken to assure the accuracy of the information published
within this article. The views and opinions expressed within this article,
are those of the author/s, and no responsibility can be accepted by The
Gym Press, Gym Coach or the author for the consequences of actions
based on the advice
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B. Gardner, Gym Coach, Vol.2 (2008) 47-51 Commentary Article

Address for correspondence: Beth Gardner, Texas, Temple, United States. beth.gardner@att.net

REFERENCES and RECOMMENDED READINGS

1- H. Gardner (1993). Frames Of Mind: The Theory Of Multiple Intelligences. Basic Books

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