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
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.
Velina B. Brackebusch
present various positions. Students are matched according to their preferences. Similar courses, described as service-learning, are transformative in nature ( Mitchell, 2008 ) and are instrumental to developing socially conscious and aware sports industry professionals. Community Engagement Due to this
Adam Cohen and Calvin Nite
efforts in sport management mainly consisted of recommending or even requiring internships with sporting organizations ( Jones, Brooks, & Mak, 2008 ). In recent years, research efforts have aimed to assess outcomes and impact in these classrooms in a plethora of settings, such as the influence of service-learning
Michael J. Diacin
). Verner, Keyser, and Morrow ( 2005 ) identified two basic categories of experiential learning: discrete and nondiscrete. Discrete activities were identified as those that are self-contained, such as internships and service learning experiences. Nondiscrete activities were identified as components of a
Leeann M. Lower-Hoppe, Liz A. Wanless, Sarah M. Aldridge and Daniel W. Jones
). Examples of experiential learning theory application to sport management curricula include field experiences, such as internships or volunteering ( Pierce, Wanless, & Johnson, 2014 ); service learning ( Bennett, Henson, & Drane, 2003 ; Judge et al., 2011 ; Whitley & Walsh, 2014 ); the use of case method
Megan B. Shreffler, Adam R. Cocco and Jacob R. Shreffler
) discussed how service learning in the online classroom facilitates the opportunity for a symbiotic educational relationship that strengthens the course. The researchers found that service learning provides students the opportunity to practice learned skills in a functional environment, whereas the online
Carrie W. LeCrom, Brendan Dwyer and Gregory Greenhalgh
and engage learners. Learning occurs not only inside the classroom but outside as well; as a result, emerging teaching techniques have been enlisted such as service learning, online or hybrid classrooms, and practical experiences ( Allen & Seaman, 2013 ; Ferrari & Chapman, 1999 ; Kolb, 2015
Michael A. Odio, Patty Raube Keller and Dana Drew Shaw
internships, service learning, and other field experiences where no faculty or staff are present. Pollick: It’s important to always consider the Title IX statute to be read broadly so anything that could limit or deny a student’s ability to participate in or benefit from a school’s educational program is