Enhancing Reflective Practices in Undergraduate Experiential Learning: A Guide for Adapted Physical Activity Courses

Reflection is a common practice across experiential learning experiences. Despite its common use, little is known about how reflective practices take place in experiential learning opportunities. Drawing from theoretical perspectives of reflection, the purpose of this article is to provide a practical approach to reflection within an adapted physical activity course to maximize undergraduate students’ learning. First, this guide provides pre-service teachers an opportunity to engage in reflection in the experiential learning experience by evaluating the context, cultural aspects, and previous experiences in physical education. Second, a sequential approach is offered to evaluate each session and preconceived ideas regarding disability. This guide should facilitate thinking about how to improve the preparation of future adapted physical activity service providers.