scholarly journals Alcance del aprendizaje-servicio en la formación inicial docente de educación física: una aproximación metodológica mixta (Scope of service-learning in physical education teacher education: a mixed methodological approach)

Retos ◽  
2019 ◽  
pp. 465-472
Author(s):  
Carlos Capella-Peris ◽  
Celina Salvador-García ◽  
Òscar Chiva-Bartoll ◽  
Pedro Jesús Ruiz-Montero
Keyword(s):  
Physical Education ◽  
Service Learning ◽  
Life Histories ◽  
Methodological Approach ◽  
Data Transformation ◽  
Language Games ◽  
Learning Program ◽  
Physical Education Teacher Education ◽  
Teaching Competence ◽  
Quasi Experimental

Esta investigación compara el desarrollo de la competencia docente, del alumnado en didáctica de la educación física (n = 96), a través de dos modalidades de intervención de un mismo programa de aprendizaje-servicio. El estudio se aborda utilizando los métodos mixtos con triangulación metodológica. El apartado cuantitativo se afronta a través de un diseño cuasi-experimental de grupos no equivalentes con dos grupos experimentales, utilizando la rúbrica para medir la competencia docente al aplicar juegos motores y expresivos (Capella, Gil, Chiva, & Martí, 2015). La vertiente cualitativa se desarrolla analizando diversas historias de vida de relatos múltiples cruzados. Igualmente, también se realiza una transformación de resultados expresando de forma cuantitativa los resultados cualitativos. Mientras los resultados cuantitativos proporcionan evidencias significativas respecto a la promoción de la competencia docente del alumnado universitario (p < .01), la interpretación cualitativa complementa esta visión reflejando cómo se desarrolló dicha competencia. Por otra parte, la transformación de resultados destaca la notable presencia de cada aspecto analizado en el discurso de los informantes. Finalmente, se concluye que la aplicación del programa de aprendizaje-servicio estimuló la competencia docente del alumnado participante, además de fomentar numerosos y valiosos aprendizajes académicos adicionales.Abstract. This research compares the development of teaching competence through two modalities of intervention from the same service-learning program. Participants were students enrolled in a course on didactics of physical education (n = 96). The study employs a mixed-method design with methodological triangulation. The quantitative portion of the study uses a quasi-experimental approach based on non-equivalent groups with two experimental groups. A rubric measuring teaching competence during the carrying out of motor and body language games (Capella et al., 2015) was used. The qualitative portion is developed through several life histories of multiple crossed stories. Likewise, a data transformation is also performed so to express the qualitative results in a quantitative way. While the quantitative results provide significant evidences regarding the promotion of teaching competence among students (p < .01), the qualitative interpretation complements this view explaining how this competence was developed. In addition, the data transformation highlights a remarkable presence of each aspect analyzed in the discourse of the interviewees. Finally, we conclude that the implementation of the service-learning program enhanced teaching competence of university students, at the same time as additional academic learnings were promoted.

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

2020 ◽  
Vol 39 (1) ◽  
pp. 102-110 ◽  
Author(s):  
Carlos Capella-Peris ◽  
Jesús Gil-Gómez ◽  
Òscar Chiva-Bartoll
Keyword(s):  
Preservice Teachers ◽  
Mixed Methods ◽  
Physical Education ◽  
Service Learning ◽  
Motor Skills ◽  
Life Histories ◽  
Language Games ◽  
Learning Effects ◽  
Learning Program ◽  
Quantitative Evidence

Purpose: To compare the development of teaching competency in preservice teachers of physical education (n = 96) through two different modalities of intervention from the same service-learning program. The preservice teachers provided a direct service to children with motor functional diversity, promoting their motor skills and counteracting their lack of social attention. Method: The topic was approached using mixed methods with methodological triangulation. Quantitative evidence was gathered through a quasi-experimental design of two nonequivalent experimental groups implementing the following instrument: the Teaching Competency while performing Motor Skills and Body Language Games Rubric. Meanwhile, qualitative analysis was undertaken by elaborating upon 12 life histories of multiple crossed stories. Results: The quantitative results provided significant evidence regarding the academic effect of service-learning on preservice teachers, while the qualitative interpretation complemented this view, reflecting on how this learning was developed. Discussion/Conclusion: The authors provided the original findings of the service-learning effects on the teaching competency of preservice teachers as well as the promotion of additional academic and social learning.

Preparing Culturally Competent Teachers: Service-Learning and Physical Education Teacher Education

2008 ◽  
Vol 27 (3) ◽  
pp. 347-367 ◽  
Author(s):  
Elizabeth Domangue ◽  
Russell Lee Carson
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Physical Education ◽  
Service Learning ◽  
Hurricane Katrina ◽  
Cultural Competency ◽  
Physical Education Teacher ◽  
Learning Program ◽  
Education Teacher ◽  
Physical Education Teacher Education

Following the devastation of hurricane Katrina, a university located in the south-eastern United States created a service-learning program. This program was established so that physical education teacher education (PETE) students could provide physical activities to children living in a temporary, government-funded housing community. The purpose of this study was to investigate how the service-learning program shaped preservice teachers’ cultural competency. The participants were 16 PETE students in a curriculum development course. A questionnaire was used to assess changes in the students’ cultural competency. Reflective journals and interviews were qualitative data sources used to identify significant elements of the service-learning program that elicited thoughts about the role of cultural competency in teaching. Findings revealed that there were changes in cultural competency. Triangulation of the data suggested that the service-learning participants identified consistent engagement, exposure to another culture, and an engaged instructor as key contributors to cultural competency within the service-learning program.

Examining the Reciprocal Nature of Service-Learning for Underserved Students and Preservice Teachers

2018 ◽  
Vol 37 (4) ◽  
pp. 363-372 ◽  
Author(s):  
Christine Galvan ◽  
Karen Meaney ◽  
Virginia Gray
Keyword(s):  
Preservice Teachers ◽  
Physical Education ◽  
Service Learning ◽  
Learning Program ◽  
Pedagogical Content ◽  
Underserved Students ◽  
Physical Education Teacher Education ◽  
Learning Programs ◽  
Pete Programs ◽  
Cardiorespiratory Endurance

Background: Although service-learning scholarship in physical education teacher education (PETE) programs has shown positive results, little is known about the reciprocal benefits of PETE service-learning programs on underserved students and physical education preservice teachers. Purpose: This study examined the impacts on students and teachers of integrating two physical education curricula within a service-learning program using a mixed-methods approach. Methods: A pretest–posttest design investigated changes in cardiorespiratory endurance training among students (n = 50). Reflective journals, interviews, and field notes assessed program impact on preservice teachers (n = 16). Results: Findings revealed a significant improvement in cardiorespiratory endurance among students, while qualitative data provide evidence of increases in general pedagogical content, knowledge of curriculum, and knowledge of educational contexts among teachers. Discussion/Conclusion: This study adds important reciprocity findings to PETE service-learning literature.

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

2021 ◽  
Vol 18 (2) ◽  
pp. 669
Author(s):  
Raquel Pérez-Ordás ◽  
Alberto Nuviala ◽  
Alberto Grao-Cruces ◽  
Antonio Fernández-Martínez
Keyword(s):  
Systematic Review ◽  
Teacher Education ◽  
Physical Education ◽  
Service Learning ◽  
Teaching And Learning ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
The Impact

Service-learning (SL) is the subject of a growing number of studies and is becoming increasingly popular in physical education teacher education (PETE) programs. The objective of this study was to conduct a systematic review of the implementation of SL programs with PETE students. The databases used were Web of Science, SPORTDiscus (EBSCO), and SCOPUS. Articles were selected on the basis of the following criteria: (a) published in a peer-reviewed journal; (b) covers the use of SL programs with PETE students; (c) relates to physical education or physical activity programs; (d) availability of a full-text version in English and/or Spanish. Thirty-two articles met the inclusion criteria. Two types of findings were observed: firstly, findings relating to the study characteristics and objectives and, secondly, recommendations for improvement of this type of intervention. The objectives of the different studies focused on (a) the impact of the SL methodology on PETE students’ professional, social, and personal skills; (b) its impact on the community; (c) analysis of the effectiveness and quality of the programs. All but two studies analyzed the impact of SL on PETE, while only four analyzed community participants and only three analyzed the quality of the SL program. Recommendations for improving SL programs used with PETE students included: all stakeholders, e.g., students and community participants, should be studied and coordinated; the quality of the programs should be assessed, as studying the effectiveness of SL programs could help to attain the objectives of both students and the community; mixed methods should be used; and intervention implementation periods should be extended to provide more objective, controlled measurements.

Teaching Personal and Social Responsibility in Physical Education Teacher Education

2018 ◽  
pp. 143-162 ◽  
Author(s):  
K. Andrew R. Richards ◽  
Victoria Nicole Ivy ◽  
Michael A. Lawson ◽  
Tania Alameda-Lawson
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Physical Education ◽  
Service Learning ◽  
Social Responsibility ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Low Income Children ◽  
Personal And Social Responsibility

Service-learning has gained popularity in physical education programs as a way to prepare pre-service teachers to work with culturally diverse students. The chapter contributes to this growing movement developing a conceptual framework for the development of a service-learning program fit to meet (a) the learning needs of low-income children and families; (b) the education, training, and socialization needs of preservice teachers; and (c) the design requirements of best practice interventions. A research- and theory-driven application of service-learning through the teaching personal and social responsibility pedagogical model is overviewed in reference to one physical education teacher education program. Lessons learned from the implementation of this model are discussed, as are implications for practice. Improvement science is offered a methodology that can help researchers develop the responsiveness of these initiatives while also furthering the research base of the field.

Physical Education Undergraduate Students’ Colorblind Racial Ideology and Multicultural Teaching Competence

2015 ◽  
Vol 10 (1) ◽  
pp. 55-75 ◽  
Author(s):  
Joe W. Burden, Jr. ◽  
Samuel R. Hodge ◽  
Louis Harrison, Jr.
Keyword(s):  
Physical Education ◽  
Undergraduate Students ◽  
Racial Attitudes ◽  
The United States ◽  
Racial Ideology ◽  
Teaching Competencies ◽  
Physical Education Teacher Education ◽  
Initial Validation ◽  
Teaching Competence ◽  
Pete Programs

AbstractThe purpose of this study was to analyze links between racial ideology and multicultural teaching competencies as perceived by undergraduate students in physical education teacher education (PETE) programs. Data were collected from physical education students (N = 239) across five PETE programs in the Northeastern region of the United States via a demographic questionnaire and two survey scales: (a) the Colorblind Racial Attitudes Scale (CoBRAS; Neville et al., 2000, Construction and initial validation of the color-blind racial attitudes scale (CoBRAS). Journal of Counseling Psychology, 47, 59–70) and (b) the Multicultural Teaching Competency Scale (MTCS; Spanierman et al., 2010, The multicultural teaching competencies scale (MTCS): Development and initial validation. Urban Education). Pearson product moment correlations indicated a significant negative association between scores on the MTCS’s skills dimension and participants’ colorblind racial attitudes. In addition, MANOVA results indicated significant differences in scores on the MTCS for participants at the different PETE programs in their level of perceived multicultural competence. We discuss implications of the findings and offer recommendations for teacher preparation.

scholarly journals Effect of a Service-Learning Program on the Active Lifestyle of Children with Autism Spectrum Disorder: A Pilot Study

2020 ◽  
Vol 12 (11) ◽  
pp. 4354
Author(s):  
Teresa Valverde-Esteve ◽  
Oscar Chiva-Bartoll ◽  
Celina Salvador-García ◽  
María Maravé-Vivas
Keyword(s):  
Service Learning ◽  
Intervention Program ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Control Group ◽  
Learning Program ◽  
Physically Active ◽  
Quasi Experimental ◽  
Active Lifestyles ◽  
Experimental Group

Background: active lifestyles and Physical Activity (PA) are closely related to health. Healthy habits such as being physically active should be consolidated during childhood. Children with Autism Spectrum Disorders (ASD) present fewer opportunities to be involved in PA. For this reason, we conducted a Service-Learning (SL) program to enhance the possibility of participating ASD children enjoying PA sessions. The aim of this study was to analyze and describe the evolution in terms of the frequency and intensity of PA performed by ASD children who participated in the SL program. Methods: we used a quasi-experimental design. The sample was formed by 26 children with ASD (Experimental group: n = 16; 4 girls, 12 boys) (Control group: n = 10; 1 girl, 9 boys) with ASD level 1. Results: after the intervention program, moderate PA during the week increased significantly (Pre-Median: 92.04, Range: 35.71–126.47 min; Post-Median: 212.67, Range: 99.75, 271.04 min) (p ≤ 0.001). When comparing both groups, the tendency to do PA in the Experimental group remained more stable. Also, the improvements in moderate intensities were higher in the Experimental group after the intervention. Conclusion: a six-month SL program improved the moderate PA routines of ASD children. However, longer programs and longitudinal studies are required.

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