Background: Studies have acknowledged the limitations of short-term service-learning programs. This highlights the importance of examining the influence of evidence-informed sustainable service-learning programs on preservice teachers’ learning outcomes. Purpose: To explore the short-term influence of a sustainable service-learning program on first-year physical education teacher education (PETE) preservice teachers. Methods: Written reflections from 15 students (73% women and 27% men) in the first year of a PETE course were analyzed using Butin’s conceptual model. Results: The service-learning experiences allowed first-year PETE preservice teachers to extend and refine their general pedagogical content, curriculum, and policy knowledge. However, PETE preservice teachers’ learning was limited in terms of cultural, political, and postmodern perspectives. Discussion: This study provides recommendations for improving preservice teachers’ learning in a sustainable service-learning program embedded in a PETE course.
Louisa R. Peralta, Claire L. Marvell and Wayne G. Cotton
Louise L. Hardy, Ding Ding, Louisa R. Peralta, Seema Mihrshahi and Dafna Merom
Background: To examine the associations between school-age children’s sedentary behavior, screen time, and 3 physical activity attributes: muscular strength, cardiorespiratory endurance (CRE), and fundamental movement skills. Methods: Cross-sectional survey of 2734 children in years 2 and 4 and 3671 adolescents in years 6, 8, and 10. Total sitting time, 6 screen time behaviors, and physical activity were measured by self-report. Muscular strength was assessed by standing broad jump; CRE by 20-m shuttle run test; and fundamental movement skills by process-oriented checklists. Associations between incremental sitting and screen time (in hours) and meeting the healthy zone of physical activity attributes were examined using logistic regression. Results: After adjusting for covariates and physical activity, children had lower odds of achieving the healthy zone for muscular strength and CRE for each hour of week (but not weekend) screen time. For adolescents, each hour of screen time per day was associated with lower odds of achieving the healthy fitness zone for CRE, locomotor skills, and overall healthy zone, and each hour of weekend screen time was associated with lower odds of achieving the healthy zone for most attributes and overall healthy zone. The associations were slightly stronger among adolescent girls than boys. The findings were similar for total sitting time. Conclusions: Screen time was associated with a lower likelihood to achieve healthy zones of physical activity attributes, and the effect was more consistent and slightly stronger among adolescents than children. This may suggest that the negative effects of screen time are incremental, emerging during adolescence.