Experiential Learning Through a Physical Activity Program for Children With Disabilities

Abstract

Service-learning has become a popular pedagogical tool to promote academic and civic learning. One form of service-learning provides physical activity for underrepresented community groups, including children with disabilities. Using experiential learning theory, the purpose of this descriptive case study was to evaluate college students’ experiences in a physical activity-based service learning program for children with disabilities. Through convenience sampling, 97 program participants (82 female, 15 male), most of whom were White (N = 85), were recruited for participation. Data included a pre- and postsurvey of civic learning, participant interviews, reflective journaling, and program observations. Qualitative data were analyzed using constant comparison and inductive analysis, and quantitative data were analyzed using Mixed ANOVAs. Results revealed that the program resulted in enhanced civic and academic learning. Themes included making a difference, academic and career connections, emotional and personal growth, and program reflection. Implications of the study and future directions for research are discussed.

Outcomes of an International Audiology Service-Learning Study-Abroad Program

“…Ethical leadership refers to the ability to lead through consensus building, collaboration, and communication. Prior research has demonstrated that all three dimensions of civic learning can be enhanced through SL programming (Levesque & Strong, 2010;Richards et al, 2015). However, Levesque-Bristol, Knapp, and Fisher (2010) found that when students are not asked to reflect, and SL is not meaningfully integrated into the course experiences, students are less likely to experience civic learning gains.…”

“…Whereas other experiential learning activities, such as clinical and field-based learning experiences, also get students active within the community, what separates SL is the focus on service and civic learning (Richards, Eberline, Padaruth, & Templin, 2015). Levesque-Bristol and Cornelius-White (2012) noted that civic learning occurs across three interrelated dimensions: Community Engagement, Cultural Competence, and Ethical Leadership.…”

University Service-Learning in Physical Education and Sport Sciences: A systematic review

“…Regarding the instruments used to collect data, among the great diversity, we would highlight interviews used in seven of the 18 works collected in different formats; open (Capella et al, 2015), in-depth (Simo, 2013) transversal (Rodríguez-Gallego, 2014) or, the most widely used, semi-structured (Lleixà & Rios, 2015;Richards et al, 2015;Rodríguez-Gallego, 2014;Wilkinson et al, 2013). And as frequently as the previous instrument (in 36.8% of cases), surveys / questionnaires were used, and a particular aspect that can be distinguished in those works are those that employed ad hoc surveys when compared with those that used specifically focused surveys.…”

“…The ad hoc instruments of Gil-Gomez et al (2016) are those on pro-social and inclusive citizen skills, or that of Miller (2012) to address the dimensions of service, thought and feeling. Of targeted surveys we would highlight that centered on civic learning (Richards et al, 2015), relating to cultural competence (Domangue & Carson, 2008) or that adapted to the development of knowledge, attitude, behavior and self-efficiency adapted to lifestyle (Carlson et al, 2008). All of them are followed by reflections on different types of formats and groupings, namely individual reflections through diaries, such as in the work of Gil-Gomez, Chiva-Bartoll, and Martí-Puig (2015) and Richards et al (2015), pairs (Simo, 2013) and even groups (Corbatón et al, 2015).…”

Actividades Físicas en el Medio Natural, Aprendizaje-Servicio y discapacidad intelectual

“…Este programa incluía como pilar básico el servicio hacia los otros en la práctica de actividades en la naturaleza, fomentando la responsabilidad personal y social de los jóvenes, a la vez que una cohesión de grupo. La propuesta de pedagogía de la aventura de Parra (Parra & Rovira, 2008) nos amplía esta línea de trabajo, mediante un proyecto cooperativo de humanización de los jóvenes a través de la realización de actividades en el medio natural, donde prima el desarrollo individual y social de los participantes y la educación en valores. En el momento actual, la tendencia de este tipo de propuestas toma como referencia la educación ambiental y el uso responsable de la naturaleza.…”