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Mitchell's representation of traditional and critical service-learning Source: Mitchell (2008), p. 53. © University of Michigan. Redrawn with permission of the University of Michigan. Permission to reuse must be obtained from the rightsholder.
Source publication
Adapted physical education (APE) is offered as a course in most physical education teacher education (PETE) programs to better prepare preservice teachers (PST) in giving instruction to students with disabilities. As a growing pedagogical approach, service-learning (SL) continues to be integrated into the APE course, as a supplement to PSTs' learni...
Contexts in source publication
Context 1
... She further explained that the CSL approach attends to three main areas: social change, the distribution of power, and the development of authentic relationships among students, faculty and community partners (see Figure 1). ...
Context 2
... Examine PSTs' understanding, beliefs and attitudes toward disability, teaching students with disabilities, and inclusive education through class discussion and reflective journal writing after class activities (i.e., media analysis, readings, personal experiences). (Wurzburg, 1992); ...
Context 3
... She further explained that the CSL approach attends to three main areas: social change, the distribution of power, and the development of authentic relationships among students, faculty and community partners (see Figure 1). ...
Context 4
... Examine PSTs' understanding, beliefs and attitudes toward disability, teaching students with disabilities, and inclusive education through class discussion and reflective journal writing after class activities (i.e., media analysis, readings, personal experiences). (Wurzburg, 1992); ...
Citations
... El ApSU favorece el desarrollo profesional y académico del alumnado universitario (An & Decker, 2019;Cuevas-Goterris et al., 2016;MacPhail & Sohun, 2019;. Las propuestas pedagógicas de ApSU del alumnado de Educación Superior favorecen su desarrollo en competencias académico-profesionales, al mismo tiempo que profundizan su conocimiento de otras competencias como la comunicativa, social y cívica (Corral-Robles et al., 2022;García-Rico et al., 2020;Ruiz-Montero et al., 2019). ...
El presente artículo se vincula a un proyecto sustentado por la dirección de sostenibilidad de la Universidad del País Vasco dirigido a los Trabajos de Fin de Grado, que a través de la metodología de Aprendizaje-Servicio Universitario desean incidir en la mejora de la inclusión social. El objetivo de este artículo es analizar la bibliografía relacionada con el Aprendizaje-Servicio Universitario en el ámbito de la Educación Física Escolar, para conocer si existe alguna experiencia vinculada a los Trabajos de Fin de Grado y en caso de no haberlas, conocer qué temáticas se han publicado vinculadas a la Educación Primaria, así como, quién está trabajando en esta línea. Se realizó una revisión sistemática de artículos y tesis doctorales publicadas en un periodo establecido entre enero de 2010 y diciembre de 2020 en las bases de datos Scopus, Teseo y Web of Science. Para delimitar el corpus, los criterios utilizados consistieron en que en los textos aparecieran Aprendizaje-Servicio junto a actividad física, en segundo lugar, con Educación Primaria y por último junto a los términos juego motor, conducta motriz o expresión corporal, lo que llevó a reducir el corpus a 34 documentos. Los resultados mostraron que no existían publicaciones vinculadas a los Trabajos de Fin de Grado y que las propuestas de actividad física dirigidas a Educación Primaria fueron llevadas a cabo por alumnado de los grados de Educación y de Ciencias de la Actividad Física. La autoría de un gran número de publicaciones estaba ligada a la Universitat Jaume I de Castellón y las propuestas de servicio estaban dirigidas en su mayoría a poblaciones con diversidad funcional o cultural. Palabras clave: revisión sistemática de la literatura, Aprendizaje-Servicio, formación inicial, juego motor, expresión corporal. Abstract. This article is linked to a project supported by the sustainability management of the University of the Basque Country aimed at the Final Degree Projects, which through the University Service-Learning methodology wish to have an impact on the improvement of social inclusion. The aim of this article is to analyze the bibliography related to University Service-Learning in the field of School Physical Education, to find out if there is any experience linked to Final Degree Projects and, if not, to find out what topics have been published linked to Primary Education, as well as who is working in this line. A systematic review of articles and doctoral theses published in a period established between January 2010 and December 2020 in the Scopus, Teseo and Web of Science databases was carried out. To delimit the corpus, the criteria used were that service learning appeared in the texts together with physical activity, in second place, with Primary Education and finally together with the terms motor play, motor behavior or corporal expression, which led to reduce the corpus to 34 documents. The results showed that there were no publications linked to Final Degree Projects and that the physical activity proposals aimed at Primary Education were carried out by students of the degrees of Education and Physical Activity Sciences. A large number of authors and their publications were linked to the Universitat Jaume I of Castellón. The service proposals were mostly addressed to populations with functional or cultural diversity. Key words: systematic literature review, service learning, initial formation, motor game, body expression.
... The results obtained through the ANOVA analysis show that, from a global perspective, there were significant differences in the mean values of the CASQ. The enhancement of students' civic attitudes and skills in the first interval (between the start and the end of the SL programme) may be explained as a consequence of the students' experiences when interacting and working hand in hand with children with special education needs (An and Decker, 2019). In this sense, according to Mansfield et al. (2012), when students have a voice in designing curriculum, which is an intrinsic characteristic of SL, they develop democratic civic habits that become embedded in their psyche. ...
Research examining Service-Learning (SL) in Physical Education Teacher Education (PETE) is ample. However, long-term investigations are still scarce and literature demands the application of this type of design to uncover the effects of SL on the long run. This study followed a longitudinal quantitative approach; thus, the participants completed the Civic Attitudes and Skills Questionnaire (CASQ) in three occasions (pretest-postest1-postest2). Results show that there exist significant differences between mean values of the global outcomes of the CASQ; concretely, there was an improvement in the first interval followed by a decrease in the second period. Regarding the different dimensions of the CASQ, leadership skills, attitudes towards social justice and attitudes towards diversity showed significant differences too. This research leads towards better understanding of methodological strategies promoting quality education, positing SL as an adequate possibility in this respect, also in the long term.
... This type of SL may also be a relational space in which people with impairments develop their lifetime fitness and motor/sport skills, recreational skills, and social skills, while challenging traditional barriers to their physical activity participation (Richards et al., 2012). Accordingly, intentionally designed SL programming can be sensitive to issues of inaccessibility and social inequities that exist for those experiencing disability and support their advocacy for receiving services that match their needs and interests (An & Decker, 2019). Inclusion 3 within physical activity spaces, however, requires us to consider the alternative imaginings of people with impairments, and to reimagine the cultural, political, and physical structures ourselves (Hall, 2004), within the context of SL discourse. ...
Adapted physical activity-based service-learning programs that pair kinesiology and physical education preservice professionals alongside people with impairments are common across college and university settings. It is critical, however, that these programs be developed in a way that meets the needs and educational interests of both university and community stakeholder groups. Grounded in experiential learning theory and an inclusion framework based on relational ethics, the purpose of this paper is to propose empirically- and theoretically-informed recommendations to guide the development, implementation, and ongoing evaluation of adapted physical activity-based service-learning programs for people with impairments. In presenting our conceptual understanding through a new model, we pose three generative questions related to the requirements of service-learning and developing programs for and with both preservice kinesiology professionals and members of the community being served. We conclude with recommendations for research related to the model that is presented.
... Participating in service-learning projects increases students' chances of finding and keeping a job (De Leon, 2014;Peterson et al., 2014;Hebert and Hauf, 2015). In addition to purely academic skills, service-learning develops students' social awareness and active citizenship (Bringle and Clayton, 2012;Mayor-Paredes, 2019;Opazo et al., 2019) along with socio-relational skills such as empathy, managing groups, resilience, and solidarity (Whitley et al., 2017;An and Decker, 2019;Calvo et al., 2019). In terms of professional skills, Folgueiras et al. (2018) showed that students acquired numerous generic competencies through service-learning, particularly working in teams, ethical commitment, adaptability to new situations, and problem solving. ...
University, as a social institution as defined in the European Higher Education Area, must be a benchmark in the preparation for beginning employment and education for the exercise of active citizenship. Therefore its functions include the development of knowledge and skills needed for appropriate personal performance in various social and professional arenas. This education is complex and requires bringing together specific and generic (or transversal) competencies. The fundamental aim of this study is to present the construction and validation of a questionnaire for evaluating generic competencies acquired via practical service-learning education and the potential employability of university students. Empirical analysis of the reliability and validity of the instrument was performed with a sample of 564 university students (67.2% women), aged between 18 and 59 years old, although with the majority between 18 and 22 ( M = 20.96). Following exploratory and confirmatory factor analysis, as well as analysis of the items and the internal consistency of the scale, the results allow us to conclude that the internal consistency and validity of the Questionnaire on University Students’ Generic Competencies are satisfactory. The proposed measurement model incorporates various prior theoretical contributions, and offers a complementary scale that may contribute to advancing research into service-learning and employability.
... Santiago et al. (2020) found that kinesiology students who had not had previous experience interacting with individuals with disabilities reported anxiety prior to interacting with such individuals. Similarly, individuals who have had quality contact hours, defined as time spent with the population in varying degrees of intimacy, show more positive attitudes towards individuals with disabilities (An & Decker, 2019;Block & Rizzo, 1995;Gething, 1991;Morin et al., 2008;Wright, 1980). Similar findings have been found among educators. ...
... Further, other studies have found that service-learning experiences have also positively impacted kinesiology students' attitudes towards individuals with disabilities (Roper & Santiago, 2014;Santiago & Roper, 2016;Santiago et al., 2020). These experiences particularly in teacher preparation and adapted physical education courses have been found to provide opportunities for students to gain hands-on meaningful experiences (An & Decker, 2019). ...
The primary aim of this study was to examine the attitudinal beliefs of college students, faculty, and staff at a public metropolitan university toward individuals with disabilities. This cross-sectional study utilized the Interactions with Disabled Persons Scale to assess current perceptions of individuals with disabilities of students, faculty, and staff (n=138). Independent t-tests and an ANOVA were utilized to examine differences between students and faculty/staff. Results revealed males, individuals with some experience in coursework related to individuals with disabilities, and those with higher volumes of contact with individuals with disabilities displayed lower scores on the IDP. Additional research utilizing a larger sample size is needed to confirm these findings. Importantly, this paper provides evidence of the need for efforts by kinesiology educators to provide curriculum and experiential activities that increase exposure to individuals with disabilities in order to heighten knowledge, lessen discomfort, and ultimately improve the experiences and outcomes of individuals with a disability at metropolitan universities.
... En el ámbito de la educación física y del deporte este es uno de los aspectos más relevantes, dado el carácter interactivo y aplicado del ámbito. Por ello, son numerosos los estudios que presentan esta metodología como idónea para el desarrollo de habilida-des sociorelacionales, empatía, gestión grupal, resiliencia y solidaridad (Calvo et al., 2019;Decker, 2019;Whitley, Farrell, Maisonet, & Hoffer, 2017). ...
El proyecto EXCORAS se desarrolla en el grado en maestro de educación infantil. El objetivo de este trabajo es mostrar el nivel de satisfacción de los estudiantes universitarios en relación a los aprendizajes extraídos en el proyecto. Para ello, utilizaremos una metodología mixta con varios instrumentos: Escala Osgood y entrevistas semiestructuradas a los agentes implicados. En definitiva, terminamos señalando que los estudiantes que participan en proyectos de ApS incrementan sus oportunidades de adquirir una serie de competencias de corte relacional y cívico-social con calado en su formación profesional.
Este estudio pretende identificar la percepción de las personas receptoras del servicio sobre los efectos de una intervención de acrosport mediante la metodología de Aprendizaje-Servicio. El servicio fue prestado a 62 estudiantes universitarios con discapacidad intelectual por 35 estudiantes del Grado en Ciencias de la Actividad física y el Deporte. Los instrumentos utilizados fueron los diarios reflexivos del alumnado, la grabación de las asambleas celebradas inmediatamente después de finalizar las sesiones y el video-diario que elaboraron al final del semestre. Se realizó un análisis cualitativo con el Software Nvivo-12 Plus y se obtuvieron las siguientes categorías emergentes y resultados: la categoría sobre los aprendizajes adquiridos en la que se referenciaron los contenidos específicos del acrosport y el desarrollo e importancia de habilidades interpersonales e intrapersonales; la categoría sobre dificultades encontradas en la que se hizo alusión a dificultades motrices, atencionales, de seguridad y de relación con los demás. Por último, la categoría sobre los sentimientos en la que se citaban sentimientos generales y, también, sentimientos relacionados con sus compañeros y compañeras, con el profesorado y con respecto a sí mismos. En líneas generales, se concluye que las personas que recibieron el servicio percibieron efectos positivos en las categorías emergentes señaladas.
Service learning describes an increasingly established form of teaching and learning at universities combining academic learning with real-world problem solving. While traditional approaches work within existing social systems and, in the worst case, reproduce and perpetuate social problems, critical and transformative approaches aim at systemic changes in social practice, while showing their potential to address sustainability entrepreneurial competences that are key for (future) agents of transformation. This understanding of service learning challenges students and lecturers, and requires a structured, well-thought-out pathway. Our chapter introduces transformative service learning as a promising approach for entrepreneurship (oriented) education. The argumentation for it is competence-oriented while focusing on the abilities that can promote sustainable development. In addition, the chapter addresses the role of the lecturer, which to date has been rarely and very unsystematically examined. The paper also proposes the specific service learning IOOI tool that aims to support lecturers, especially in the early stages of service learning courses, and help streamline programs.
This study aimed to examine: (1) the influence of a disability awareness programme, designed and implemented by attendees of the Incluye-T programme and implemented in real educational settings , on the attitudes of their students toward the inclusion of peers with disabilities; (2) the differential effects of the disability awareness activities between classes in which physical impairment , visual impairment, or multi-impairment programmes were implemented; and (3) the influence of personal demographic variables on participants' attitudes toward the inclusion of peers with disabilities before and after the implementation of the disability awareness physical education (PE) sessions. A sample of 1105 PE students (13.1 + 2.2 years) from 56 Spanish public educational centres took part. After the training programme on self-efficacy toward inclusion, physical educators designed and implemented awareness interventions at their schools. Physical educators implemented physical-only (23.2%), visual-only (42.9%), and combined activities for both
Currently, there is a gap in knowledge regarding the learning and professional development processes that preservice teachers experience when engaged in community service-learning (CSL) programmes. This study examined the experiences of physical education preservice teachers (PEPSTs) in a CSL programme embedded in an undergraduate course to explore its influences on their understanding of disability and their learning of how to teach students with disabilities (SWDs). A qualitative intrinsic case study driven by an interpretive perspective was undertaken to describe and understand the PEPSTs’ experiences in the semester-long programme. Ten (two females, eight males) preservice teachers’ experiences were captured using semi-structured and face-to-face interviews, reflective journals, visual artefacts, and field notes. Three themes emerged from the thematic analysis: challenging but fulfiling experiences, uncovering the qualities and roles of teachers, and transforming perceptions of disability and teaching. Participants perceived the CSL programme as supporting their learning of disability and the teaching of SWDs because it enabled them to learn in real-life settings. The study findings suggest that participation in socially situated practices of teaching (e.g. APE) may promote teachers’ learning to help them make sense of teaching SWDs in physical education.
