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Experiential Learning of University Students Delivering a Coaching Workshop in Belize

Jennifer M. Jacobs, Karisa L. Kuipers, K. Andrew R. Richards, and Paul M. Wright

Prior research has demonstrated the importance of engaging college students in a global curriculum that prepares them for the everchanging landscape of the sports industry. International learning experiences are one way to facilitate this type of professional preparation and often include the added benefit of having a deep personal impact. The purpose of this study was to understand university students’ experiences leading sessions for Belizean coaches as part of an international teaching experience. Participants were four university students pursuing interdisciplinary sport majors. Data sources included recorded interviews and daily group debrief sessions, reflective journals, social media-based photo journals, and observational fieldnotes. Qualitative data analysis resulted in the construction of three themes that described the participants’ experiences and learning outcomes: (a) personal and professional growth, (b) developing and maintaining relationships, and (c) engaging with culture. Results suggest that an international program designed to foster experiential, global learning was enhanced by the opportunity to teach in a new context, foster relationships with local stakeholders, and participate in pre- and posttrip training.

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A Resource for Promoting Personal and Social Responsibility in Higher Education: A Call to Action for Kinesiology Departments

Karisa L. Kuipers, Jennifer M. Jacobs, Paul M. Wright, and Kevin Andrew Richards

In recent decades, emphasis on helping postsecondary students develop personal and social responsibility has increased in higher education. The purpose of this conceptual paper is to propose a kinesiology-based model to assist in defining, implementing, and evaluating personal and social responsibility education with postsecondary students. In the paper, a general overview of the higher education landscape as it relates to personal and social responsibility is presented. Then, the teaching personal and social responsibility model is presented as a model that is already familiar in kinesiology and may assist in defining, implementing, and evaluating structures and strategies for promoting personal and social responsibility in higher education. The alignment of this model and the personal and social responsibility priorities of higher education are analyzed. Recommendations for implementing specific strategies and resources associated with the teaching personal and social responsibility model into higher education are shared, and next steps for integrating these resources are acknowledged.