Elder Play: Preliminary Research Results on How Older Adults Learn Through Motorcycling

Introduction

A few years ago, I was riding my motorcycle from Manhattan, Kansas, to Denver Colorado, a 500-mile journey that I typically do in 9 hr. Needing a cup of coffee, I stopped at a gas station in the small farming and ranching community of St. Francis, Kansas. As I took off my helmet, I noticed a small motorcycle packed to the hilt with luggage and gear. What caught my eye is that this motorcycle’s top speed is about 55 mph, had an Ohio license plate, and is considered a good bike to learn on—not designed to travel long distances. When I went into the gas station, there was this thin, older, somewhat frail looking gentleman in riding gear. I struck up a conversation and asked him where he was going and where he had been. He told me that when he turned 70, he decided to start riding motorcycles, went to the local dealer, and told the salesperson that he needed a bike he could pick up if it fell over, which eliminated most large touring bikes. He described how he studied, took training classes, and finally started riding. He also shared his adventures on this 3-week trip across country on two-lane roads, visiting friends in the Appalachian Mountains, family in the Louisiana bayou, and children in Texas and Colorado. The joy and excitement he shared was contagious and this passion for adventure appeared to energize him.

I started to reflect on this encounter in rural Kansas, wondering what will I be doing when I turn 70? Will I still be riding my bike, or will my body start to weaken and be relegated to driving a car? Will retirement be an opportunity to create new challenges and seek new adventures? To ride motorcycles, you have to stay hyper-focused, aware of everything around you, cars, deer, the wind, and the sun’s glare. Yet, I know that with age, your reflexes slow down and your muscles begin to atrophy. When I ride, I void my mind of all things, akin to meditation, tuning in with the here and now, synchronizing my body and mind with the bike and immediate environment. The more I thought about my future, the more I relived this passing conversation with the gentleman riding his motorcycle across Kansas. What kept him motivated to tackle new challenges? Why, at the age of 70, did he decide to take up motorcycling? His attitude toward life inspired me to further explore this topic.

The purpose of this research is to explore how adults older than 60 learn through play, which I denote as elder play. The population for my research is motorcyclists, yet the construct of learning through play can be applied to many forms of play and hobbies. Recently, I have been observing friends and peers, what they do to stay engaged and active as they too approach or are living their retirement. My retired friends point out that they are as busy or busier than they have ever been. I ask, “What are you doing that keeps you so busy?” And I hear a hundred different responses ranging from gardening to traveling to volunteering. For most, they have for the first time in their lives enough free time to pursue their hobbies and passions. Clearly, there are many pathways into retirement, and I realize each person’s path is shaped by past experiences, financial capacity, and personal health. But it is also clear that just because we mature and grow old, we do not quit dreaming, nor do we quit pursuing those dreams.

Related Literature

The literature on adult learning is vast and plentiful and, since the 1950s, has evolved from community learning to classroom learning, and today the hot topic is online learning. This history is well documented in journals like Adult Education Quarterly and Adult Learning, and is introduced extensively to graduate students via textbooks written by King (2017), Knowles, Holton, and Swanson (2015), Merriam and Bierema (2013), and Merriam, Caffarella, and Baumgartner (2006), to name only a few. Seminal to this body of knowledge arguably is Houle’s (1961) The Inquiring Mind, in which he articulated this simply typology: Adult learners are primarily goal-oriented, activity-oriented, or learning-oriented. Although simple, Houle’s typology has indelibly shaped much of the research on adult learning. Yet, there is a void in the literature that requires much more research and potentially has significant implications to our profession: How do older adults learn through play and hobbies?

The pedagogy of play is not new in education as there is a robust body of literature in early childhood education. For example, Elizabeth Wood (2012; Wood & Attfield, 1996) defines this area of learning broadly as how teachers develop learning strategies for young children around play. She goes on to define the role of adults as merely designers, facilitators, and teachers of early childhood play curricula. Early childhood education that incorporates play is intentional, not informal, and hence there is little we can apply to how older adults learn through play.

In contrast to the early childhood research, the adult learning literature on adult play is sparse (Proyer, 2011; Van Vleet & Fenney, 2015). Moreover, if play is so effective in helping young children learn, Melamed (1987) argued, then it should also be effective in helping adults learn. In Csikszentmihalyi’s (1975) seminal work, adult play is defined as an activity that is enjoyable, intrinsically motivated, and includes social interaction:

The qualities that make these activities enjoyable are the following: (a) a person is able to concentrate on a limited stimulus, (b) in which he or she can use his or her skills to meet clear demands, (c) thereby forgetting his or her own problems, and (d) his or her own separate identity, (e) at the same time obtaining a feeling of control over their environment, (f) which may result in a transcendence of ego-boundaries and consequent psychic integration with the metapersonal system. (p. 41)

Learning is a by-product of play rather than the goal, and if it occurs, it tends to be informal (Van Vleet & Fenney, 2015). Meyer (2012) explored how play can stimulate new ideas in the workplace through “embodied learning” (p. 30). “Through play . . . the individual learns to concentrates, to exercise imagination, to solve problems, to try out new ideas to develop a sense of control over his or her life” (Melamed, 1987, p. 13), and “play and adult learning need no longer remain antithetical” (p. 14). Proyer (2011, 2017) administered a questionnaire to analyze how play is an essential component of daily life and concluded that adult playfulness is associated with higher self-esteem and academic achievement. This research informs my project and provides valuable base-level information, especially Melamed’s research that at its most fundamental level establishes that adults do learn through play.

Research Design

To better understand this notion of how we learn through play and our hobbies, I designed a research protocol using grounded theory (Glaser & Strauss, 1967) to explore this topic without a theoretical lens or a preconceived hypothesis other than the assumption that adults learn through play. Grounded theory is a structured way to collect and analyze data leading to the development of hypothesis based on ideas, concepts, and theories, using constant comparisons, generative questions, systematic coding, and conceptual integration. The goal is not so much to generate an accurate description of the problem, but to better understand and explain the problem, and to avoid preconceptions. Over the years, Glaser and Strauss split over how they viewed grounded theory. Whereas Strauss’s approach is purely qualitative seeking to provide descriptive accuracy, Glaser’s framework includes all types of data such as interviews, statistical analyses of surveys, and secondary data, to abstractly conceptualize the phenomena. I tend to adhere more to Glaser’s frame of grounded theory than Strauss’s in that I am incorporating all forms of data to better understand how older adults learn through play.

My primary data collection method is to have conversations with older adults who are actively engaged in a hobby, to observe them, and to develop a familiarity with how they interact and learn through play or their hobby. To stimulate these conversations, I simply ask two questions, tell me about your hobby and tell me how you stay engaged with this hobby. I try to hold these conversations while the interviewee interacts with his or her hobby, and I often ask whether they can show me what they do or share a picture. This simple approach stimulates an in-depth interview, or what I prefer to call a conversation, which lasts anywhere from an hour to 3 or more hours. There is no rigorous protocol for these interviews, rather I let the conversation develop, and follow rather than lead the dialog. My guiding research question is, “How is lifelong learning enriched through play for adults older than 60?” I have been observing older adults engaged in their hobbies for many years and have developed a loose understanding how they learn through their play. Recently, I approached this study with rigor, taking pictures, keeping notes, and collecting audio and video recordings, which I analyze and code.

Preliminary Results

This article reports the results of my first six interviews, conducted with five men and one woman who are older than 60 and are avid motorcycle riders. As a motorcyclist, I also incorporate my experience into the analyses. The results I am presenting in this article are preliminary as more interviews are being scheduled and more work is needed to better understand the emerging concepts of elder play and associated learning theories that help explain the abstraction of learning through play. Yet, these early themes are not only interesting, they also need to be shared so others can also join me in this research.

The first interview was with a university provost, who started riding at the age of 41 and now, with her husband, rides all across North America for vacations. They have ridden to Banff National Park in Canada, across the Rocky Mountains, and have attended several rallies—large gathering of motorcyclists. When asked how she learned and developed her skill, she noted that she subscribed to motorcycle magazines, attended motorcycle safety classes (failed the first time, passed the second time), visited other motorcyclists, and at the rallies, attended workshops for women riders. When asked why she started riding, she said it was not only for the challenge but also it was something she and her husband shared and enjoyed doing together. Motorcycling has become part of her identity and helps her stay young. It is a social activity as well as a personal challenge and form of enjoyment, and she spoke of continually trying to improve her skill and understanding of motorcycling. As a fellow researcher, we discussed my research protocol and evaluated the interview process. Her input affirmed that this research is truly interesting and important, and suggested that for second phase, I might consider conducting a longitudinal study and observe a small group of motorcyclists for up to 10 years.

My second interview was with a gentleman I met at a restaurant. He was wearing a Harley Davidson shirt, which prompted me to walk up to his table and inquire if he would be interested in being interviewed. A week later, the interview took place over a cup of coffee. He owns a number of motorcycles, one for touring, and several dirt bikes. He has been riding since he was a teenager, over 60 years. Riding is something he taught his children, and now is teaching to his grandchildren. As a family, they take an annual trip to Colorado and ride logging roads through the national forests. These events help bring him closer to his grandchildren and force him to stay in physical shape. He loves this aspect of teaching what he knows to younger people, and works hard at maintaining and improving his skill so he can keep up with everyone when riding. For him, riding is also a social activity, and because of the responsibility as a teacher and mentor, he takes this hobby very seriously knowing that his children and grandchildren are always observing him while riding.

The third interview was with an 82-year-old farmer who is an expert trials rider and still competes as an amateur in regional events. Trials riding is a unique event where the motorcyclist is faced with different types of obstacles to ride over and around. The scoring is based on how many times you put your foot on the ground or drop your bike. It is not about speed but about balance and agility. The metaphor of a ballerina on a motorcycle captures the essence of a trials event. As a farmer, he, like so many others in his generation, has not yet retired. To stay competitive, he set up a practice trials course on his farm where he regularly works on technique and balance. He also owns about 40 motorcycles, mostly dirt and trials bikes, many of which were given to him once they were worn out. He has been able to revitalize many of these bikes, and few that are not working are used for parts. Having these extra bikes allows him to invite friends over for rides along the river and through the woods on his farm. To maintain his agility in the winter when he cannot ride, he plays Ping-Pong. For him riding and competing is an integral part of his life as well as a social activity, which he does with his son and friends. He learns and maintains his skill not only through practice but also by sharing and teaching what he knows to others, as well as observing other competitors at trials events.

The fourth interview conducted for this preliminary study was with a retired university engineering professor. In his late 60s, he collects and refurbishes classic bikes. Presently, he owns 12 motorcycles, and regularly rides all of them. He is not only a rider but also a mechanic, and a connoisseur of fine art—classic motorcycles that were designed to be not only functional but also beautiful. Unlike others who were interviewed, most of the time, he works and rides alone. Although he has a couple of friends who he will ride with on occasion, he prefers to ride at his own pace and enjoy the solitude of the ride. His shop is his classroom, filled with service manuals, tools, and parts for his motorcycles. He keeps meticulous logs for each motorcycle, documenting what work has been done on each book. If he cannot figure out a problem, he refers to YouTube videos, for which he claims have never failed him, or calls a friend for advice. In turn, he is always willing to help others fix their bikes. His love for engineering is not confined to the university classroom; engineering is also his hobby. He is much like the motorcyclist I met several years earlier in St. Francis: Motorcycles and motorcycling is a personal adventure that most of his close friends and family do not understand. Yet, he keeps an open door to those who want to visit his garage and share stories, and this hobby brings him great personal satisfaction.

The fifth motorcyclist has been racing the Pikes Peak International Hill Climb since 1980, a 12.42-mile race course, 156 turns, and 4,720 ft. elevation gain. He has no sponsors, is not part of a company race team, and operates on a small budget. He once used the same motorcycle for 8 years, which he thinks might be the longest period of time any one bike has been used in this race. Although he is competitive, he has never won the race, but being part of the race as an amateur among professionals is an annual event that he enters without fail. He has a small group of friends who helps with pre-race preparation and assists him on race day. Most of the mechanical work is done by himself. Although the entire racetrack is now paved with asphalt, he first raced it when it was entirely gravel. He started riding dirt bikes as a teenager with his brothers and friends, with whom he is still close, and they have been part of his race team throughout his racing years; this annual event is akin to a family reunion. Now that the road is paved, he noted, the speeds are much higher, the motorcycles more powerful, and the risks are higher. For the most part, he learns by doing, and talking to other active and retired racers. His learning is motivated by both the challenge and the social activity.

The final interview was a Canadian professor on Victoria Island. He rides a super sport bike, which is very powerful and fast. He started riding in England when he was 16, during a time when few families could afford a car but many had a motorcycle. Over the last 50 years, his riding tastes have evolved to faster and faster bikes. Although, for years, he did his own mechanical work, as motorcycles adopted high tech features he now just lets the dealer service his bike. The challenge is to maintain his riding skills and push the limits of his machine. He describes his love for motorcycles in poetic terms, being one with his bike. He often rides with a small group of friends who share the same interest and passion for fast sports bikes. Although this social aspect is very important, what I observed is that motorcycling is part of who he is fitting seamlessly and unconsciously into his daily activities. He learns by doing, reading magazines and websites, and collectively with his riding colleagues.

Discussion

Although these six interviews represent just the beginning of what will be a long-term project, there are some common themes that are beginning to emerge. The first theme is that all six interviewees are passionate about their hobby and find intense joy in what they do. The second theme is that they are active learners and continuously seek more information so they can improve what they do. The third theme is that they are not seeking accolades or recognition; their play is something they are intrinsically motivated to do for personal reasons. The fourth theme is that their hobby is social, providing important connections with others. The fifth theme is that motorcycling is a way to relax and enjoy life. This theme connects to a story a former student recently shared with me: As a U.S. Army officer, he carries a suitcase of Legos when deployed as a means to relax and escape the pressure created by his career as a professional warrior. The final theme is that all six interviewees thrive on the challenge of riding, experiencing the adrenaline rush one experiences being one with machine facing the elements of road and trail.

After analyzing these six theories, I was surprised by the similarities to Csikszentmihalyi’s (1975) insight on intrinsic rewards through play. These motorcyclists expressed in their stories how they have to concentrate, use, and develop their skills, and set aside everything else in their lives to have control over their environment and achieve a “psychic integration with their metapersonal system” when they ride (p. 41). These aspects of their experience are the essence of informal learning, which can be rephrased as learning by doing.

Theory Building

Bandura’s (1977) social learning theory appears to be central to elder play: “Most human behavior is learned observationally through modeling: from observing others one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action” (p. 22). Although some like to play alone, all six interviewed found the social aspect of this hobby to be an important part of their enjoyment and motivation. All of these motorcyclists observed and modeled others early during the development of their hobby. The trials rider enjoys competing in organized events, not only for the personal challenge but also for the opportunity to visit and learn from others. The provost found going to motorcycle rallies and attending workshops for women riders not only as a means to better her skills but to feel connected to a network of women riders. The Harley rider first learned through observation but now learns by modeling his craft to his children and grandchildren. The engineer learns by doing, reading manuals, watching videos, and modeling behaviors of those more skilled than he. And the super sport bike rider learns by doing and riding with his group of friends who share a similar interest in super sport bikes. The necessary conditions of social learning theory are engagement with others or a group and what Bandura termed arousal that leads to retention, memory, and motivation. These traits are shared in so many forms of play, whether it is marathon running, weight lifting, or contract bridge. For example, another group I have been observing for the last two decades is a cohort of retired men who hike in the Rocky Mountains every Saturday. Their club has been in existence for over a 100 years, and the bonds its members develop are enduring to where they support each other when one is sick or in need of assistance. In addition to their camaraderie, they thrive on the challenge of long and arduous hikes, pushing their bodies, and experiencing an adrenaline rush that is akin to this group of six motorcyclists. This notion of arousal may help explain how the adrenaline rush is part of the learning experience for those I interviewed.

The second theory that emerges from my research is informal learning. Informal learning has a rich history in adult education dating back to Cyril Houle and Malcolm Knowles in the 1950s, continuing through to contemporary research by Marsick and Watkins (2001) on informal and incidental learning, Schugurensky’s (2000) categories of informal learning (intentionality and consciousness), and Bennett’s (2012) four-part model of informal learning (self-directed, integrative, incidental, and tacit). Marsick and Watkins (1990) define informal learning as that which “is not typically classroom-based or highly structured, and control of the learning rests primarily in the hands of the learner” (p. 12). When the learning is incidental, “it may be taken for granted, tacit or unconscious” (Marsick & Watkins, 2001, p. 26). Overall, except for motorcycle safety and training classes and special seminars, the learning these interviewees experienced is informal and incidental. Their passion for motorcycling motivates them to read magazines, websites, and technical manuals, as well as to query other motorcyclists and view YouTube videos. And based on my observations and interviewee responses, their learning has been more or less continuous in that it did not cease once they learned to be proficient riders or once they mastered their hobby. Ironically, although all in this group of interviewees realized that they were learning, they did not see it as learning per se. Rather, the learning activities they have engaged in are unconscious learning activities required to maintain their motorcycling skills that allow them to continue enjoying this hobby.

Limitations and Future Research

The limitation of this preliminary research is that the sample is five White men and one White woman. The next phase is to interview more women, and people of color; more interviews are needed to explore whether there are gender, ethnic, and racial differences. Another limitation is that this research focuses only on motorcyclists, an active and physically demanding form of play that requires intense concentration. Due to the kinetic nature of this hobby, Bandura’s connection between arousal and learning is an area for future research. And a third limitation is that cultural and socioeconomic aspects are not explored, which is another opportunity for future research. The decision to focus on one form of play allows me to develop a rich understanding without clouding the results with nuances that arise when various forms of play are grouped together. Finally, this qualitative research cannot be generalized to all forms of play or other populations and groups, leaving future opportunities to explore different forms of play and hobbies in different settings.

Implications

Why is this research important? First, there is little research on older adult play and its associated learning. Second, it aligns with the concept of social, informal, and incidental learning, and falls within Cyril Houle’s typology that all learners are primarily goal-oriented, activity-oriented, and/or learning-oriented learners. And third, as baby boomers retire, they will seek new challenges that for the most part keep them socially connected and socially engaged. Boomers are not content to go from the office chair to the easy chair, as were previous generations; they are active and desire a full life during retirement. As adult educators, there is not only the need to explore through research how and why older adults learn through play, but also to design and create opportunities where older adults are challenged both physically and mentally, where they build social bridges and bonds with family and friends, where they observe and model others who share their passion for their hobby, and where they can continue to be engaged in civil society.

Adult education scholars today often focus on the serious, intractable problems of contemporary life, such as neoliberalism, nationalism, racism, genderism, unfettered capitalism, and social inequalities. Yet, this research on elder play is inspirational as I approach retirement and discover that robust and meaningful learning occurs throughout our lives. Each of these interviewees is strongly motivated through their form of play to continue learning, even though they often do not recognize that they are learning. This preliminary research proposes a new adult learning construct from which we can envision how adults learn and remain passionate and joyful throughout life as lifelong learners. The examples I use in this research capture only a few stories, highlighting that if we pursue what we are passionate about we will find that space where we are alive, stimulated, and engaged in learning. For those of us closing in on retirement and in the twilight of our career, there are opportunities through play to rediscover who we are and what we want to become. I conclude that elder play is important to adult growth and development, and presents many opportunities for future research.