Service-Learning through physical-sports activities and Physical Education in university contexts with cultural diversity
Keywords:
service-learning, physical education, university, diversity
Abstract
The Service-Learning (SL) methodology provides students with a necessary scenario to learn autonomously, address social injustices and acquire professional skills. If we talk about physical activitiy and Sports (PAS) as a tool to promote the social inclusion of migrant groups and/or with cultural diversity, the benefits in the university students involved are very wide. The aim of this study is to analyze the state of the art and current situation of SL applied through PAS in various university settings that work with this type of social groups. All this, with a solid line of reasoning through a literature review with a result of ten studies, systematically selected, ranging from 2003 the oldest to 2019 the newest. In conclusion, when SL is applied in contexts targeting vulnerable groups that are culturally diverse, it comes with the development of competencies and values, as well as the acquisition of PAS related content
References
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BARKER, H. M. (2016). “Global-service learning and student-athletes: a model for enhanced academic inclusion at the University of Washington”, Annals of Global Health, 82 (6), pp. 1070-1077.
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BUTIN, D.W. (2003) “Of what use is it? Multiple conceptualizations of service learning within education.” Teachers College Record, 105 (9), 1674–1692.
CAPELLA-PERIS, C., CHIVA-BARTOLL, O., & GIL-GÓMEZ, J. (2020). “Innovative analysis of service-learning effects in physical education: A mixed methods approach”, Journal of Teaching in Physical Education, 39 (1), pp. 102-110.
CARSON, R. L., & RAGUSE, A. L. (2014). “Systematic review of service-learning in youth physical activity settings”, Quest, 66 (1), pp. 57-95.
CHAMBERS, D.J., & LAVERY, S. (2012). “Service-learning: A valuable component of pre-service teacher education”, Australian Journal of Teacher Education, 37 (4), pp. 128-137.
CHANG, S. P., ANAGNOSTOPOULOS, D., & OMAE, H. (2011). “The multidimensionality of multicultural service learning”, Teaching and Teacher Education, 27 (7), pp. 1078-1089.
CHIVA, O., GIL, J., CORBATÓN, R., & CAPELLA, C. (2016). “El aprendizaje servicio como pro-puesta metodológica para una pedagogía crítica”, RIDAS: Revista Iberoamericana de Aprendizaje Servicio, 2, pp. 70-94.
CHIVA-BARTOLL, O., & FERNÁNDEZ-RIO, F. J. (2021). “Advocating for Service-Learning as a Pedagogical Model in Physical Education: Towards an Activist and Transformative Approach”, Physical Education and Sport Pedagogy.
CHIVA-BARTOLL, O., CAPELLA-PERIS, C., & SALVADOR-GARCIA, C. (2020a), “Service-Learning in Physical Education Teacher Education: Towards a Critical and Inclusive Perspective”, Journal of Education for Teaching, 46 (3), pp. 395-407.
CHIVA-BARTOLL, O., MARAVÉ-VIVAS, O., SALVADOR-GARCÍA, C., & VALVERDE, T. (2021a). “Impact of a Physical Education Service-Learning programme on ASD children: a mixed-methods approach”, Children and Youth Services Review.
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CHIVA-BARTOLL, O., RUIZ-MONTERO, P. J., CAPELLA-PERIS C., & SALVADOR-GARCIA, C. (2020c). “Effects of Service Learning on Physical Education Teacher Education Student's Subjective Happiness, Prosocial Behavior, and Professional Learning”, Frontiers in Psychology, 11, pp. 331.
CHIVA-BARTOLL, O., RUIZ-MONTERO, P. J., LEIVA-OLIVENCIA, J.J., & GRÖNLUND, H. (2021c). “The effects of service-learning on Physical Education Teacher Education. A case study on the border between Africa and Europe”, European Physical Education Review.
CHIVA-BARTOLL, O., RUIZ-MONTERO, P. J., MARTIN-MOYA, R., PÉREZ-LÓPEZ, I., GILES-GIRELA, J., GARCÍA-SUÁREZ, J., & RIVERA-GARCÍA, E. (2019a). “University Service-Learning in Physical Education and Sport Sciences: A systematic review”, Revista Complutense de Educación, 30 (4), pp. 1147-1164.
CHIVA-BARTOLL, O., SALVADOR-GARCIA, C., CAPELLA-PERIS, C., & MARAVÉ-VIVAS, M. (2019b). “Aprendizaje-servicio en la formación inicial docente: desarrollo de la inclusión en el área de didáctica de la expresión corporal”, Bordón: Revista de pedagogia, 71 (3), pp. 63-77.
CHIVA-BARTOLL, O., SANTOS-PASTOR, M., MARTÍNEZ-MUÑOZ, F., & RUIZ-MONTERO, P. (2021b in press). “Contributions of Service-Learning to more inclusive and less gender-biased Physical Education: the views of Spanish Physical Education Teacher Education students”, Journal of Gender Studies, 0-00.
CORBATÓN-MARTÍNEZ, R., MOLINER-MIRAVET, L., PUIG-MARTÍ, M., GIL-GÓMEZ, J., & CHIVA-BARTOLL, Ó. (2015). “Academic, cultural, participatory and identity’s effects of service learning in preservice teachers thought physical education”, Profesorado: revista de currículum y formación del profesorado, 19 (1), pp. 280-297.
DEVIS-DEVIS, J. (2006). “Socially Critical Research Perspectives in Physical Education”, en: The Handbook of Physical Education. Londres. pp.37-58.
DOMANGUE, E., & CARSON, R. L. (2008). “Preparing culturally competent teachers: Service-learning and physical education teacher education”, Journal of Teaching in Physical Education, 27 (3), pp. 346- 367.
FELIS-ANAYA, M., MARTOS-GARCÍA, D., & DEVÍS-DEVÍS, J. (2017). “Socio-critical research on teaching physical education and physical education teacher education: A systematic review”, European Physical Education review, 24 (2), pp. 314-329.
FURCO, A. (2002). “Is service-learning really better than community service? A study of high school service program outcomes.”, en: Advances in service-learning research: Vol.1. Service-learning: The essence of the pedagogy. Greenwich, CT. pp. 23-50.
FURCO, A., & BILLIG, S. H. (2002). Service Learning. The essence of the Pedagogy. Information Age Publishing, Greenwich, Connecticut.
GARCÍA-RICO, L., SANTOS-PASTOR, L., MARTÍNEZ-MUÑOZ, M. L., & CHIVA-BARTOLL, O. (2021). “Service-learning in physical education teacher education: a pedagogical model towards Sustainable Development Goal”, International Journal of Sustainability in Higher Education.
GIL-GÓMEZ, J., CHIVA-BARTOLL, O., & MARTÍ-PUIG, M. (2015). “The impact of service learning on the training of pre-service teachers. Analysis from a physical education subject”, European Physical Education Review, 21 (4), pp. 467-484.
HUFFMAN, A.M., & HILLYER, S.J. (2014). “Service-Learning: An Educational Model for Sport and Community Development”, en: Sport, Social Development and Peace. Research in the Sociology of Sport. Emerald Group Publishing Limited. Bingley, UK. pp. 67-86.
KASTORYANO, R. (2018). “Multiculturalism and interculturalism: redefining nationhood and solidarity”, Comparative Migration Studies, 6 (1), pp. 1-11.
LOPEZ-DE-ARANA, E., ARAMBURUZABALA-HIGUERA, P., & OPAZO-CARVAJAL, H. (2020). “Design and validation of a questionnaire for self-assessment of university service-learning experiences”, Educación XX1, 23 (1), pp. 319–347
MARTÍ, M., CORBATÓN, R., & SERRET, A. (2018). “El Aprendizaje-Servicio: estrategias, procedimientos y acciones metodológicas.”, en: Aprendizaje-Servicio universitario: Modelos de intervención e investigación en la formación docente. Octaedro. Barcelona. pp. 25-36.
MARTÍNEZ, M., & FOLGUEIRAS, P. (2015). “Evaluación participativa, Aprendizaje- Servicio y Universidad”, Profesorado, 19 (1), pp. 128-143.
MARTTINEN, R., DAUM, D. N., BANVILLE, D., & FREDRICK, R. N. (2020). “Pre-service teachers learning through service-learning in a low SES school”, Physical Education and Sport Pedagogy, 25 (1), pp. 1–15.
MCELFISH, P. A., KOHLER, P., SMITH, C., WARMACK, S., BURON, B., HUDSON, J., BRIDGES, M., PURVIS, R., & RUBON‐CHUTARO, J. (2015). “Community‐driven research agenda to reduce health disparities”, National Library of Medicine, 8 (6), pp. 690-695.
NEWSHAM, T. M. K., SCHUSTER, A. M., GUEST, M. A., NIKZAD-TERHUNE, K., & ROWLES, G. D. (2021). “College students’ perceptions of “old people” compared to “grandparents”, Educational Gerontology, 47 (2), pp. 63–71.
NOVAK, J. M., MARKEY, V. Y., & ALLEN, M. (2007). “Evaluating cognitive outcomes of service learning in higher education: A meta-analysis”, Communication Research Reports, 24 (2), pp. 149-157.
O’SULLIVAN, M. (2018). “PETE Academics as Public Intellectuals and Activists in a Global Teacher Education Context”, Physical Education and Sport Pedagogy, 23 (5), pp. 536-543.
PALPACUER-LEE, C., & CURTIS, J. H. (2017). “Into the Realm of the Politically Incorrect: Intercultural Encounters in a Service-Learning Program”, International Journal of Multicultural Education, 19 (2), pp. 163-181.
PERALTA, L., O’CONNOR, W., COTTON W., & BENNIE, A. (2016). “Pre-service physical education teachers’ indigenous knowledge, cultural competency and pedagogy”, Teaching Education, 27 (3), pp. 248-266.
RUIZ-MONTERO, P. J., CORRAL-ROBLES, S., GARCÍA-CARMONA, M., & BELAIRE-MELIÁ, A. (2019). “Experiencia de ApS en la formación del profesorado de doble grado de Educación Primaria y Ciencias de la Actividad Física y el Deporte. El contexto multicultural como marco de actuación”, Publicaciones, 49 (4), pp. 145-164.
RUIZ-MONTERO, P. J., DÍAZ-ROSADO, J., & LÓPEZ-BELMONTE, Ó. (2020b). “Metodología Aprendizaje-Servicio (ApS) de alumnado universitario con menores no acompañados (MENAS): Beneficio mutuo.”, en: La innovación educativa en torno a la formación del profesorado. Editorial Comares. Granada. pp 141-145.
RUIZ-MONTERO, P.J., CHIVA-BARTOLL, O., SALVADOR-GARCIA, C., & GONZÁLEZ-GARCÍA, C. (2020a). “Learning with older adults through intergenerational service learning in physical education teacher education”, Sustainability, 12 (3), pp. 1127.
SEBAN, D. (2013). “The impact of the type of projects on preservice teachers’ conceptualization of service learning”, Teaching and Teacher Education, 32, pp. 87–97.
WARREN, J. L. (2012). “Does Service-Learning Increase Student Learning? A Meta-Analysis”, Michigan Journal of Community Service Learning,18 (2), pp. 56-61.
WIEVIORKA, M. (2010). “Is multiculturalism the solution?”, Ethnic and Racial Studies, 21 (5), pp. 881-910.
BALLIET, D., LI, N. P., MACFARLAN, S. J., & VAN VUGT, M. (2011). “Sex differences in cooperation: a meta-analytic review of social dilemmas”, Psychological Bulletin, 137 (6), pp. 881–909.
BARKER, H. M. (2016). “Global-service learning and student-athletes: a model for enhanced academic inclusion at the University of Washington”, Annals of Global Health, 82 (6), pp. 1070-1077.
BENNETT, G., HENSON, R. K., & DRANE, D. (2003). “Student experiences with service-learning in sport management”, Journal of Experiential Education, 26 (2), 61-69.
BUTIN, D.W. (2003) “Of what use is it? Multiple conceptualizations of service learning within education.” Teachers College Record, 105 (9), 1674–1692.
CAPELLA-PERIS, C., CHIVA-BARTOLL, O., & GIL-GÓMEZ, J. (2020). “Innovative analysis of service-learning effects in physical education: A mixed methods approach”, Journal of Teaching in Physical Education, 39 (1), pp. 102-110.
CARSON, R. L., & RAGUSE, A. L. (2014). “Systematic review of service-learning in youth physical activity settings”, Quest, 66 (1), pp. 57-95.
CHAMBERS, D.J., & LAVERY, S. (2012). “Service-learning: A valuable component of pre-service teacher education”, Australian Journal of Teacher Education, 37 (4), pp. 128-137.
CHANG, S. P., ANAGNOSTOPOULOS, D., & OMAE, H. (2011). “The multidimensionality of multicultural service learning”, Teaching and Teacher Education, 27 (7), pp. 1078-1089.
CHIVA, O., GIL, J., CORBATÓN, R., & CAPELLA, C. (2016). “El aprendizaje servicio como pro-puesta metodológica para una pedagogía crítica”, RIDAS: Revista Iberoamericana de Aprendizaje Servicio, 2, pp. 70-94.
CHIVA-BARTOLL, O., & FERNÁNDEZ-RIO, F. J. (2021). “Advocating for Service-Learning as a Pedagogical Model in Physical Education: Towards an Activist and Transformative Approach”, Physical Education and Sport Pedagogy.
CHIVA-BARTOLL, O., CAPELLA-PERIS, C., & SALVADOR-GARCIA, C. (2020a), “Service-Learning in Physical Education Teacher Education: Towards a Critical and Inclusive Perspective”, Journal of Education for Teaching, 46 (3), pp. 395-407.
CHIVA-BARTOLL, O., MARAVÉ-VIVAS, O., SALVADOR-GARCÍA, C., & VALVERDE, T. (2021a). “Impact of a Physical Education Service-Learning programme on ASD children: a mixed-methods approach”, Children and Youth Services Review.
CHIVA-BARTOLL, O., MOLINER, M. L., & SALVADOR-GARCIA, C. (2020b). “Can service-learning promote social well-being in primary education students? A mixed method approach”, Children and Youth Services Review, 111, pp. 104841.
CHIVA-BARTOLL, O., RUIZ-MONTERO, P. J., CAPELLA-PERIS C., & SALVADOR-GARCIA, C. (2020c). “Effects of Service Learning on Physical Education Teacher Education Student's Subjective Happiness, Prosocial Behavior, and Professional Learning”, Frontiers in Psychology, 11, pp. 331.
CHIVA-BARTOLL, O., RUIZ-MONTERO, P. J., LEIVA-OLIVENCIA, J.J., & GRÖNLUND, H. (2021c). “The effects of service-learning on Physical Education Teacher Education. A case study on the border between Africa and Europe”, European Physical Education Review.
CHIVA-BARTOLL, O., RUIZ-MONTERO, P. J., MARTIN-MOYA, R., PÉREZ-LÓPEZ, I., GILES-GIRELA, J., GARCÍA-SUÁREZ, J., & RIVERA-GARCÍA, E. (2019a). “University Service-Learning in Physical Education and Sport Sciences: A systematic review”, Revista Complutense de Educación, 30 (4), pp. 1147-1164.
CHIVA-BARTOLL, O., SALVADOR-GARCIA, C., CAPELLA-PERIS, C., & MARAVÉ-VIVAS, M. (2019b). “Aprendizaje-servicio en la formación inicial docente: desarrollo de la inclusión en el área de didáctica de la expresión corporal”, Bordón: Revista de pedagogia, 71 (3), pp. 63-77.
CHIVA-BARTOLL, O., SANTOS-PASTOR, M., MARTÍNEZ-MUÑOZ, F., & RUIZ-MONTERO, P. (2021b in press). “Contributions of Service-Learning to more inclusive and less gender-biased Physical Education: the views of Spanish Physical Education Teacher Education students”, Journal of Gender Studies, 0-00.
CORBATÓN-MARTÍNEZ, R., MOLINER-MIRAVET, L., PUIG-MARTÍ, M., GIL-GÓMEZ, J., & CHIVA-BARTOLL, Ó. (2015). “Academic, cultural, participatory and identity’s effects of service learning in preservice teachers thought physical education”, Profesorado: revista de currículum y formación del profesorado, 19 (1), pp. 280-297.
DEVIS-DEVIS, J. (2006). “Socially Critical Research Perspectives in Physical Education”, en: The Handbook of Physical Education. Londres. pp.37-58.
DOMANGUE, E., & CARSON, R. L. (2008). “Preparing culturally competent teachers: Service-learning and physical education teacher education”, Journal of Teaching in Physical Education, 27 (3), pp. 346- 367.
FELIS-ANAYA, M., MARTOS-GARCÍA, D., & DEVÍS-DEVÍS, J. (2017). “Socio-critical research on teaching physical education and physical education teacher education: A systematic review”, European Physical Education review, 24 (2), pp. 314-329.
FURCO, A. (2002). “Is service-learning really better than community service? A study of high school service program outcomes.”, en: Advances in service-learning research: Vol.1. Service-learning: The essence of the pedagogy. Greenwich, CT. pp. 23-50.
FURCO, A., & BILLIG, S. H. (2002). Service Learning. The essence of the Pedagogy. Information Age Publishing, Greenwich, Connecticut.
GARCÍA-RICO, L., SANTOS-PASTOR, L., MARTÍNEZ-MUÑOZ, M. L., & CHIVA-BARTOLL, O. (2021). “Service-learning in physical education teacher education: a pedagogical model towards Sustainable Development Goal”, International Journal of Sustainability in Higher Education.
GIL-GÓMEZ, J., CHIVA-BARTOLL, O., & MARTÍ-PUIG, M. (2015). “The impact of service learning on the training of pre-service teachers. Analysis from a physical education subject”, European Physical Education Review, 21 (4), pp. 467-484.
HUFFMAN, A.M., & HILLYER, S.J. (2014). “Service-Learning: An Educational Model for Sport and Community Development”, en: Sport, Social Development and Peace. Research in the Sociology of Sport. Emerald Group Publishing Limited. Bingley, UK. pp. 67-86.
KASTORYANO, R. (2018). “Multiculturalism and interculturalism: redefining nationhood and solidarity”, Comparative Migration Studies, 6 (1), pp. 1-11.
LOPEZ-DE-ARANA, E., ARAMBURUZABALA-HIGUERA, P., & OPAZO-CARVAJAL, H. (2020). “Design and validation of a questionnaire for self-assessment of university service-learning experiences”, Educación XX1, 23 (1), pp. 319–347
MARTÍ, M., CORBATÓN, R., & SERRET, A. (2018). “El Aprendizaje-Servicio: estrategias, procedimientos y acciones metodológicas.”, en: Aprendizaje-Servicio universitario: Modelos de intervención e investigación en la formación docente. Octaedro. Barcelona. pp. 25-36.
MARTÍNEZ, M., & FOLGUEIRAS, P. (2015). “Evaluación participativa, Aprendizaje- Servicio y Universidad”, Profesorado, 19 (1), pp. 128-143.
MARTTINEN, R., DAUM, D. N., BANVILLE, D., & FREDRICK, R. N. (2020). “Pre-service teachers learning through service-learning in a low SES school”, Physical Education and Sport Pedagogy, 25 (1), pp. 1–15.
MCELFISH, P. A., KOHLER, P., SMITH, C., WARMACK, S., BURON, B., HUDSON, J., BRIDGES, M., PURVIS, R., & RUBON‐CHUTARO, J. (2015). “Community‐driven research agenda to reduce health disparities”, National Library of Medicine, 8 (6), pp. 690-695.
NEWSHAM, T. M. K., SCHUSTER, A. M., GUEST, M. A., NIKZAD-TERHUNE, K., & ROWLES, G. D. (2021). “College students’ perceptions of “old people” compared to “grandparents”, Educational Gerontology, 47 (2), pp. 63–71.
NOVAK, J. M., MARKEY, V. Y., & ALLEN, M. (2007). “Evaluating cognitive outcomes of service learning in higher education: A meta-analysis”, Communication Research Reports, 24 (2), pp. 149-157.
O’SULLIVAN, M. (2018). “PETE Academics as Public Intellectuals and Activists in a Global Teacher Education Context”, Physical Education and Sport Pedagogy, 23 (5), pp. 536-543.
PALPACUER-LEE, C., & CURTIS, J. H. (2017). “Into the Realm of the Politically Incorrect: Intercultural Encounters in a Service-Learning Program”, International Journal of Multicultural Education, 19 (2), pp. 163-181.
PERALTA, L., O’CONNOR, W., COTTON W., & BENNIE, A. (2016). “Pre-service physical education teachers’ indigenous knowledge, cultural competency and pedagogy”, Teaching Education, 27 (3), pp. 248-266.
RUIZ-MONTERO, P. J., CORRAL-ROBLES, S., GARCÍA-CARMONA, M., & BELAIRE-MELIÁ, A. (2019). “Experiencia de ApS en la formación del profesorado de doble grado de Educación Primaria y Ciencias de la Actividad Física y el Deporte. El contexto multicultural como marco de actuación”, Publicaciones, 49 (4), pp. 145-164.
RUIZ-MONTERO, P. J., DÍAZ-ROSADO, J., & LÓPEZ-BELMONTE, Ó. (2020b). “Metodología Aprendizaje-Servicio (ApS) de alumnado universitario con menores no acompañados (MENAS): Beneficio mutuo.”, en: La innovación educativa en torno a la formación del profesorado. Editorial Comares. Granada. pp 141-145.
RUIZ-MONTERO, P.J., CHIVA-BARTOLL, O., SALVADOR-GARCIA, C., & GONZÁLEZ-GARCÍA, C. (2020a). “Learning with older adults through intergenerational service learning in physical education teacher education”, Sustainability, 12 (3), pp. 1127.
SEBAN, D. (2013). “The impact of the type of projects on preservice teachers’ conceptualization of service learning”, Teaching and Teacher Education, 32, pp. 87–97.
WARREN, J. L. (2012). “Does Service-Learning Increase Student Learning? A Meta-Analysis”, Michigan Journal of Community Service Learning,18 (2), pp. 56-61.
WIEVIORKA, M. (2010). “Is multiculturalism the solution?”, Ethnic and Racial Studies, 21 (5), pp. 881-910.
Published
2021-12-18
How to Cite
CHIVA-BARTOLL, O., RUIZ-MONTERO, P. J., MARAVÉ-VIVAS, M., & SALVADOR-GARCIA, C. (2021). Service-Learning through physical-sports activities and Physical Education in university contexts with cultural diversity . Utopía Y Praxis Latinoamericana, 27(96), e5790316. Retrieved from https://www.produccioncientificaluz.org/index.php/utopia/article/view/e5790316
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Ensayos
Copyright (c) 2022 Oscar CHIVA-BARTOLL, Pedro Jesús RUIZ-MONTERO, María MARAVÉ-VIVAS, Celina SALVADOR-GARCIA
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