Many higher education institutions incorporate service-learning programs because of the positive outcomes they produce for students. However, limited research has assessed the outcomes of service-learning for students working with older adults in a sport setting. Using a discourse analysis approach, this study examined the outcomes of volunteering with the Greenville-Pitt County Senior Games for 55 students enrolled in a physical activity and aging course. The results revealed that students’ perceptions about older adults’ Physical Abilities and Competitiveness and their view of Sport as a Social Event changed as a result of the service-learning experience. Students also cited Humanizing the Older Adult Experience and Learning by Doing as positive outcomes of the experience. The research findings suggest that service-learning with older adults in a sport setting can help better prepare students to serve the aging population. The implications and opportunities for Sport Management instructors are highlighted.
Tiesha Martin, Stacy Warner and Bhibha Das
Meredith A. Whitley, David Walsh, Laura Hayden and Daniel Gould
Three undergraduate students’ experiences in a physical activity-based service learning course are chronicled using narrative inquiry.
Data collection included demographics questionnaires, pre- and postservice interviews, reflection journals, postservice written reflections, and participant observations. The data were analyzed with comprehensive deductive and inductive analysis procedures, along with the creation of detailed narratives summarizing students’ individual experiences and outcomes.
Results revealed student growth and development, including leadership development, improved interpersonal skills, increased knowledge of social justice issues, and enhanced self-understanding. However, the number, depth, and complexity of these outcomes varied significantly, which was largely explained by individual variables (e.g., interest in learning, level of effort, degree of adaptability).
These findings highlight the opportunity for course instructors to lead reflective activities before and during the service-learning experience, along with providing individualized guidance and feedback on students’ learning, effort, and adaptability throughout the service-learning course.
Collin A. Webster, Danielle Nesbitt, Heesu Lee and Cate Egan
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.
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.
Four themes were identified: (a) outcomes with youth, parents, and staff, (b) communication, (c) planning and preparation, and (d) priorities and possibilities.
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.
Jennifer E. Bruening, Rachel M. Madsen, Justin M. Evanovich and Rhema D. Fuller
Service learning and civic engagement have taken on both renewed and increased importance in sport management (Chalip, 2006; Frisby, 2005; Inglis, 2007). The following manuscript represents data collected from 10 offerings of a Sport Management Service Learning course. Ninety-one of the 131 students consented to the use of selected journals, online discussions, and group papers. Analysis was organized around the following a priori themes and subthemes that emerged from the literature: discovery (the increased knowledge of different cultures, reduction of negative stereotypes, and increased self knowledge), integration (the reward of helping others, feeling like you can make a difference, working with others, and connecting to the community), and application (leadership skills and the emotional power of service learning helps students connect intellectually with coursework) (Boyer, 1990; Eyler & Giles, 1999). Subthemes for discovery also emerged from the data and included: knowledge of classmates’ cultures, future plans and being viewed as an expert. A discussion of the findings and recommendations for future research on and application of service learning as a sport management pedagogy follows the results.
Kimberly A. Bush, Michael B. Edwards, Gareth J. Jones, Jessica L. Hook and Michael L. Armstrong
Recently, scholars of sport management have called for more research aimed at understanding how sport can be leveraged for social change. This interest has contributed to a burgeoning paradigm of sport management research and practice developed around using sport as a catalyst for broader human and community development. In order for sport practitioners to successfully develop, implement, and sustain these programs, integration of development-based theory and concepts are needed in sport management curricula. Service learning is one pedagogical approach for achieving this objective, and is well suited for promoting social change practices among students. This study assesses how participation in a sport-for-development (SFD) service learning project impacted the social consciousness and critical perspectives of sport management students. Results suggest the experience raised student’s awareness of community issues, developed a more holistic perspective on the role of service, and influenced their future careers.
Emily A. Roper and José A. Santiago
Employing a grounded theory approach, the purpose of this study was to qualitatively examine the influence of service-learning (SL) on undergraduate kinesiology students’ attitudes toward and experiences working with P–12 students with disabilities. Fourteen (9 female, 5 male) kinesiology students enrolled in an adapted physical education class participated in one of three focus group interviews regarding their experiences of working with P–12 students with disabilities. All interview data were analyzed following procedures outlined by Strauss and Corbin (1998). The following five themes represent the participants’ experiences and attitudes toward P–12 students with disabilities after their involvement in a SL project: (a) initial reactions, (b) selection of P–12 students, (c) preconceived attitudes, (d) the benefits of SL, and (e) positive experience. All 14 of the participants who volunteered to share their experiences indicated that the SL experience positively affected their attitudes toward individuals with disabilities.
James A. Carson, John K. Petrella, Vanessa Yingling, Mallory R. Marshall, Jenny O and Jennifer J. Sherwood
experience. Additional challenges include providing high-quality research experiences that benefit the education of a large number of students, while maintaining feasibility and cost-effectiveness. Therefore, the scope of this review is to provide an overview of research and service-learning experiences in
Stefan Ward, Heidi Henschel Pellett and Mark I. Perez
The purpose of this study was to explore preservice teachers’ experiences of cognitive disequilibrium (CD) theory during a service-learning project in a study abroad experience.
A case study with 8 participants was used. Data sources consisted of: Formal interviews, videos of planning, videos of teaching, videos of reflection sessions, and informal interviews. Data were analyzed utilizing open and axial coding (Corbin & Strauss, 2008). Trustworthiness strategies included: prolonged engagement, multiple data source triangulation, and member checks.
Results indicated four themes: “We made it our own thing”, “Summer camp for teachers”, “Struggle and disequilibrium”, and “By the end it was a transformation”.
CD was ultimately positive for these students. The positive resolution of CD catalyzed a transformative effect on their perceptions of their teaching. This was supported by positive peer interaction.
Scott Heinerichs and Alison M. Gardiner-Shires
Edited by Malissa Martin
Ralph Wood, Edward Hebert, Chris Wirth, Ali Venezia, Shelly Welch and Ann Carruth
Successful campus-community partnerships provide universities enhanced visibility in the community, and offer university students opportunities to engage in real-world educational experiences through service learning and internships. In addition, the participating community agency/program benefits from an infusion of ambitious students that can help the agency/program further its mission, and increase its visibility and reach. Within the areas of health promotion and wellness, campus-community partnerships have become an essential component in the delivery of prevention services and the development of public health infrastructure. The purpose of this paper is to share the experiences of two universities in their development of campus-community partnerships in the areas of health and wellness.