Examining Service-Learning Literature in Physical Education Teacher Education: Recommendations for Practice and Research

Cervantes, Carlos M.; Meaney, Karen S.

doi:10.1080/00336297.2013.773533

Cited by 57 publications

(48 citation statements)

References 33 publications

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“…In this sense, on the threshold of the third millennium, Eyler and Giles [14] already pointed out that SL was a valid option to satisfy these approaches. Particularly, the competence-based approach to train Physical Education Teacher Education students (PETEs) encourages the implementation of SL, allowing students to apply learning in real conditions [15][16][17].…”

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confidence: 99%

Learning with Older Adults through Intergenerational Service Learning in Physical Education Teacher Education

et al. 2020

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(1) Background: The population of older adults is growing faster but most of them experience physical, psychological, and social limitations. Higher education should reflect these concerns by providing students appropriate skills to support a sustainable society and putting the acquired theoretical knowledge into practice. Intergenerational Service Learning (SL) is an educational approach capable of contributing to these requirements. The goal of the study was to analyze the effects of an intergenerational SL program from the complementary perspective of the different agents involved. (2) Methods: The study used hermeneutic phenomenological methodology, widely used in educational research. A total of 23 (three female) Physical Education Teacher Education students (PETEs) and 20 older adults (three male) participated. Reflective journals were used for PETEs and semi-structured group interviews for older adults. (3) Results: The following categories emerged from PETEs: social sensitivity and disconfirmation of negative stereotypes, academic and professional learnings, satisfaction and personal growth, and desire for social justice. From older adults, four complementary categories emerged: disconfirmation of negative stereotypes, improvement of physical function, satisfaction and desire of continuity, and social interaction. (4) Conclusions: Intergenerational SL offers important social and educational inputs by deconstructing negative stereotypes and providing positive experiences to both PETEs and older adults.

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Section: Introductionmentioning

confidence: 99%

Learning with Older Adults through Intergenerational Service Learning in Physical Education Teacher Education

et al. 2020

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“…When training PTs, SL produced personal, social, and professional development; emotional engagement and cognitive readiness with the community; and increased evaluation skills (Chambers & Lavery, 2012;Seban, 2013). On the other hand, one of the characteristics that defines SL in PE, in contrast with other fields, is that SL involves physical interaction and active participation (Carson & Raguse, 2014;Cervantes & Meaney, 2013). When it comes to training PTs in PE, SL has increased their knowledge of the curriculum, their perceived competency as teachers, and their teaching strategies (Galvan, Meaney, & Gray, 2018;LaMaster, 2001;Meaney, Griffin, & Bohler, 2009).…”

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confidence: 99%

“…Despite several recommendations previously provided (National Youth Leadership Council, 2004), there are no established parameters of duration and intensity of SL programs. Previous reviews analyzed implementations of SL programs in PE that lasted from 5 to 20 hr over 4-12 weeks (Cervantes & Meaney, 2013). However, the comparison of their effects is skewed by a large number of individual differences, which makes it difficult to interpret the duration and intensity variables.…”

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confidence: 99%

“…Moreover, the use of mixed methods is an original approach in these kinds of studies (Cervantes & Meaney, 2013), allowing us to analyze the research question from both objective and subjective perspectives. In addition, the implementation of our design differs from previous works (Domangue & Carson, 2008;Miller, 2012), as it performs a data transformation and combines three types of results in the discussion (Camerino, Castañer, & Anguera, 2012;Creswell & Plano Clark, 2007).…”

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Innovative Analysis of Service-Learning Effects in Physical Education: A Mixed-Methods Approach

Peris

Gil-Gómez

Chiva-Bartoll

2020

Journal of Teaching in Physical Education

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Purpose: To compare the development of teaching competency in preservice teachers of physical education (n = 96) through two different modalities of intervention from the same service-learning program. The preservice teachers provided a direct service to children with motor functional diversity, promoting their motor skills and counteracting their lack of social attention. Method: The topic was approached using mixed methods with methodological triangulation. Quantitative evidence was gathered through a quasi-experimental design of two nonequivalent experimental groups implementing the following instrument: the Teaching Competency while performing Motor Skills and Body Language Games Rubric. Meanwhile, qualitative analysis was undertaken by elaborating upon 12 life histories of multiple crossed stories. Results: The quantitative results provided significant evidence regarding the academic effect of service-learning on preservice teachers, while the qualitative interpretation complemented this view, reflecting on how this learning was developed. Discussion/Conclusion: The authors provided the original findings of the service-learning effects on the teaching competency of preservice teachers as well as the promotion of additional academic and social learning.

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“…tario actual, ya que las experiencias vividas por el alumnado no solo contribuyen a la adquisición de nuevos aprendizajes, sino que ponen mayor énfasis en facilitar la formación ciudadana (Carson & Raguse, 2014;Cervantes & Meaney, 2013). Fundamentado en la teoría del aprendizaje experiencial de Dewey (1938), el ApS trata de establecer una relación operativa entre teoría y práctica, ofreciendo al alumnado la posibilidad de aprender mientras presta un servicio comunitario.…”

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Investigación-acción sobre un programa de aprendizaje-servicio en la didáctica de la educación física

Chiva-Bartoll

Peris

Piquer

2017

rie

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Introducción: El artículo relata una investigación-acción realizada sobre un programa de Aprendizaje-Servicio en el área de Didáctica de la Educación Física. El trabajo se fundamenta sobre los resultados de múltiples investigaciones previas y tiene por objetivo mejorar un programa de Aprendizaje-Servicio para favorecer la adquisición de habilidades y actitudes sociales de los futuros docentes. Para alcanzar un marco de comprensión amplio y exhaustivo sobre los efectos de la intervención planificada se empleó un método de investigación mixto. Método: por una parte, se analizó el contenido de entrevistas y diarios de seguimiento del alumnado y, por otra, se implementó un diseño cuasi-experimental con tres grupos no equivalentes. El análisis cuantitativo estuvo constituido por pruebas t student para comparaciones pretest-postest, y un análisis de varianza (ANOVA) para la comparación postest. Resultado: de estas pruebas se desprende que los dos grupos experimentales, al contrario que el grupo control, mejoraron significativamente sus habilidades y actitudes sociales tras sendos programas de Aprendizaje-Servicio. Discusión: el estudio cualitativo contribuyó a complementar y mejorar la comprensión sobre los efectos del programa al matizar las habilidades y actitudes sociales logradas, que tras el análisis multi-fase realizado se agrupaban en torno a tres categorías: conciencia de grupo, implicación y organización grupal, y habilidades de comunicación. Conclusiones: se concluyó que podría ser necesario mejorar el modelo de reflexión y deliberación inherente al programa, estableciéndose así las bases para una nueva planificación.

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Examining Service-Learning Literature in Physical Education Teacher Education: Recommendations for Practice and Research

Cited by 57 publications

References 33 publications

Learning with Older Adults through Intergenerational Service Learning in Physical Education Teacher Education

Learning with Older Adults through Intergenerational Service Learning in Physical Education Teacher Education

Innovative Analysis of Service-Learning Effects in Physical Education: A Mixed-Methods Approach

Investigación-acción sobre un programa de aprendizaje-servicio en la didáctica de la educación física

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