Preservice Physical Education Teachers’ Service Learning Experiences Related to Comprehensive School Physical Activity Programming

Abstract

Purpose:The purpose of this study was to examine preservice physical education teachers’ (PPET) service learning experiences planning and implementing course assignments aligned with comprehensive school physical activity program (CSPAP) recommendations.Methods:Based on service learning principles, PPETs (N = 18) enrolled in a physical education methods class planned, implemented, and reflected on physical activity promotion events before, during, and after school for youth, staff, and parents. Data sources included focus group interviews, written reflections, field notes, and artifacts. Constant comparison techniques and triangulation guided data analysis and interpretation to identify overarching themes describing the PPETs’ successes, challenges, and lessons learned.Results:Four themes were identified: (a) outcomes with youth, parents, and staff, (b) communication, (c) planning and preparation, and (d) priorities and possibilities.Discussion/Conclusion:This study provides insight into the feasibility and outcomes of CSPAP-related service learning for PPETs, and uncovers promising aspects as well as potential issues with CSPAP implementation.

Implementing Service-Learning Programs in Physical Education; Teacher Education as Teaching and Learning Models for All the Agents Involved: A Systematic Review

“…By contrast, Lamoneda [ 49 ] analyzed PETE students’ friendliness, involvement, teamwork, listening skills, and support during the SL program. According to Webster et al [ 56 ], SL can offer opportunities for PETE students to develop knowledge, skills, and attitudes useful for leadership roles. The results of Wilkinson et al [ 57 ] suggest that SL is a contemporary caring pedagogy that prepares future teachers for the realities and challenges of a changing world.…”

“…Only four studies focused on community participants, but their objective was twofold: to analyze the benefits of SL programs for PETE students and the community [ 46 , 50 , 54 , 56 ]. These studies analyzed elementary and middle school participants, older adults, youth, staff, and parents from a school and inmates.…”

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

“…Following a similar approach to previous works, we analyzed the effects of SL in PE (Domangue & Carson, 2008;Galvan & Parker, 2011;Galvan et al, 2018;Miller, 2012;Pechak & Thompson, 2011;Ward, Pellett, & Perez, 2017;Webster, Nesbitt, Lee, & Egan, 2017;Whitley, Walsh, Hayden, & Gould, 2017;Wilkinson et al, 2013). However, while other research focused on the personal, civic, or social effects of this methodology (Domangue & Carson, 2008;Meaney, Bohler, Kopf, Hernandez, & Scott, 2008;Miller, 2012;Ward et al, 2017;Whitley et al, 2017), the main emphasis of this research is the analysis of the academic progress of PTs.…”

Comprehensive School Physical Activity Program and Physical Literacy: Exploring Preservice Elementary Classroom Teachers’ Perspectives

“…Elementary classroom teachers play a crucial role in incorporating PA in both the classroom and school by collaborating with physical education teachers, administrators, families, and other school staff (Hall, Little, & Heidorn, 2011;Russ, Webster, Beets, & Phillips, 2015). Several studies have emphasized that physical education teachers should be the leaders in implementing CSPAP in schools (Webster, Nesbitt, & Lee, 2017;Webster et al, 2016;Zhang, Gu, Zhang, Keller, & Chen, 2018). Nevertheless, to successfully synergize the CSPAP, assorted efforts and roles by teachers, parents, administrators, and school staff are essential in addition to physical educators' roles (Doherty et al, 2019;Heidorn & Centeio, 2013;Webster, Beets, Weaver, Vazou, & Russ, 2015).…”

“…The recent studies regarding preservice teachers' perspectives of CSPAP focused on the physical education context and the PETE program (Kwon et al, 2018;Webster et al, 2017;Webster et al, 2016). These studies suggested the importance of sufficient preparation and supplements in the PETE programs for preservice physical education teachers.…”