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Physical Activity Leadership Development Through a Physical Education Teacher Education Service-Learning Course.

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Název: Physical Activity Leadership Development Through a Physical Education Teacher Education Service-Learning Course.
Autoři: Egan, Cate A., Merica, Christopher B., Goc Karp, Grace, Orendorff, Karie, Beth McKown, Hayley
Zdroj: Journal of Teaching in Physical Education; Jan2023, Vol. 42 Issue 1, p86-96, 11p
Témata: PHYSICAL education teachers, TEACHER education, TEACHER training, TEACHER leadership, PHYSICAL education, SERVICE learning
Abstrakt: Purpose: The purpose of this study was to understand how a service-learning project implementation can help preservice physical education teachers develop physical activity (PA) leadership skills. Methods: A qualitative exploratory single case study was employed, and eight preservice physical education students enrolled in service-learning course were recruited. Data included pre/post self-assessment surveys, reflection journals, individual interviews, and final poster presentations, and were coded using service-learning as a lens. Trustworthiness was established using multiple strategies. Results: Three major themes emerged, each with their own subthemes. Theme 1 was Practical Experience, Theme 2 was Learning to be Leaders, and Theme 3 was Service-Learning. Discussion/Conclusion: The hands-on structure of a service-learning course allowed students to develop PA leadership skills and provided them with the skills and confidence needed to implement expanded PA programs in the future. Service-learning courses are a viable option for PA leadership training in teacher education programs. [ABSTRACT FROM AUTHOR]
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Abstrakt:Purpose: The purpose of this study was to understand how a service-learning project implementation can help preservice physical education teachers develop physical activity (PA) leadership skills. Methods: A qualitative exploratory single case study was employed, and eight preservice physical education students enrolled in service-learning course were recruited. Data included pre/post self-assessment surveys, reflection journals, individual interviews, and final poster presentations, and were coded using service-learning as a lens. Trustworthiness was established using multiple strategies. Results: Three major themes emerged, each with their own subthemes. Theme 1 was Practical Experience, Theme 2 was Learning to be Leaders, and Theme 3 was Service-Learning. Discussion/Conclusion: The hands-on structure of a service-learning course allowed students to develop PA leadership skills and provided them with the skills and confidence needed to implement expanded PA programs in the future. Service-learning courses are a viable option for PA leadership training in teacher education programs. [ABSTRACT FROM AUTHOR]
ISSN:02735024
DOI:10.1123/jtpe.2021-0212