University Service-Learning in physical activity, physical education, and sport settings: a systematic review

Cañadas, Laura

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ARTICLES • Educ. Pesqui. 47 • 2021 • https://doi.org/10.1590/S1678-4634202147237446 copy

University Service-Learning in physical activity, physical education, and sport settings: a systematic review

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Abstract

Service-Learning seems to be a very useful methodology in University Grades where students must develop competences to intervene in different contexts where they will be able to perform their professional activity such as those related with physical activity. The aim of this research is to conduct a systematic review of the evidence about the effects that university Service-Learning programs in Physical Activity, Physical Education and Sport settings have on the different agents involved. A systematic review was carried out by searching three databases: Web of Science, ERIC, and SportDiscus. We found 284 articles, but after the exclusion process, we ended up with 25. Studies have shown that implementing Service-Learning proposals have a positive impact on curricular, social, cultural, and civic competences, professional development, personal identity, and feelings. Only four researches address the impact on the recipients, showing different results depending on the program implemented. Just one study assesses the own program showing good results. University Service-Learning in these contexts has shown numerous benefits for students on the academic, social, and work levels; and for the recipients, it helps them make the most of the benefits of practicing physical activity, improving their health and motor functions.

Service-learning; University; Physical activity; Physical education; Sport

Database	Search terms	N
Web of Sci e nce	Service-Learning + physical activity	44
	Ser vic e-Learning + phsycal education	46
	Service-Learning + Sport	20

ERIC+Sportdis cus	Service-Learning + physical activity	39
	Service-Learning + phsycal education	85
	Service-Learning + Sport	50
Total		284

Authors	Country	Service recipients	Duration	Method	Participants	What is researched	Instruments	Results	Results
Capella-Peris, Gil-Gómez and Martí Puig (2014)	Spain	Children with functional diversity		Qualitative	Students	Learning	Open interviews	Academic learnings Professional development (resolving professional doubts)	Academic learnings Professional development (resolving professional doubts)
Capella-Peris, Gil-Gómez, Martí-Puig and Chiva-Bartoll (2015)	Spain	Children with functional diversity		Qualitative	Students	Learning	Open interviews	Reassuring vocation Elimination of prejudices and understanding of diversity Development of moral values (social cohesion, cooperation, empathy)	Reassuring vocation Elimination of prejudices and understanding of diversity Development of moral values (social cohesion, cooperation, empathy)
Chiva Bartoll, Capella-Peris and Pallarès-Piquer (2018)	Spain	Children with motor alterations		Mixed	Students	Learning	Questionnaire Journals Interviews	Improvement of communication skills and group involvement and organization	Improvement of communication skills and group involvement and organization
Chiva-Bartoll, Pallarés-Piquer and Gil-Gómez (2018)	Spain	Children with functional diversity		Mixed	Students	Learning	Qualitative: interviews and journals Quantitative: Questionnaire of Efficient Personality	Improvement in planification and decision making. Connection between theory and practice Self-esteem and self-concept improve Social interaction	Improvement in planification and decision making. Connection between theory and practice Self-esteem and self-concept improve Social interaction
Corbatón-Martínez, Moliner-Miravet, Martí-Puig, Gil-Gómez and Chiva-Bartoll (2015)	Spain	Children with ADHD	Weeks: - Nº of times a week: Once a week Hours/session: - Total hours: 40-45 hours.	Qualitative	Students	Learning	Written reflections Discussion group	Teaching competences (self-efficiency, problem resolution, classroom management) Understanding of ADHD students’ needs, involvement in the improvement of society	Teaching competences (self-efficiency, problem resolution, classroom management) Understanding of ADHD students’ needs, involvement in the improvement of society
Crandall, and Zachary (2013)	USA	Primary schools from extremely poor areas	Weeks: - Nº of times a week: Once a week Hours/session: - Total hours: -	Quantitative	Students	Learning	Openness to Diversity and Challenge Scale	No changes in openness to diversity.	No changes in openness to diversity.
Cuevas-Goterris, Chiva-Bartoll, and Francisco-Amat (2016)	Spain	Children with functional diversity	Weeks: 4 Nº of times a week: Once a week Hours/session: 3 hours Total hours: -	Qualitative	Students	Learning	Interviews Discussion groups	No teamwork improvement, although it helps to learn how to interact with other agents Improvement of critical competence and reflection about a reality they did not know	No teamwork improvement, although it helps to learn how to interact with other agents Improvement of critical competence and reflection about a reality they did not know
Domangue and Carson (2008)DOMANGUE, Elizabeth; CARSON, Russel. Preparing culturally competent teachers: service-learning and physical education teacher education. Journal of Teaching in Physical Education , v. 27, 347-367, 2008. DOI: https://doi.org/10.1123/jtpe.27.3.347 https://doi.org/10.1123/jtpe.27.3.347...	USA	Children with low incomes from a community house	Weeks: - Nº of times a week: - Hours/session: - Total hours: 15 hours	Mixed	Students	Learning	Questionnaire (Multicultural Teaching Competencies Scale) Reflection journals Interview	Higher values in cultural competences in those who participated in SL than in those who did not, and it got higher over the course. Reflections are necessary to establish the cultural competence. Change of perspective about the children they worked with.	Higher values in cultural competences in those who participated in SL than in those who did not, and it got higher over the course. Reflections are necessary to establish the cultural competence. Change of perspective about the children they worked with.
Galvan, Meaney and Gray (2018)	USA	Overweight children with low interest in exercising	Weeks: 10 Nº of times a week: - Hours/session: - Total hours: 20 hours.	Mixed	Students Service recipients (children) External observer	Learning Impact on recipients’ cardiorespiratory capacity	One-mile test from Fitnessgram to assess cardiorespiratory endurance Reflective journals Discussion groups Researchers’ field notes	Service: improvement of cardiorespiratory endurance Learning of content improves, pedagogical understanding of content improves Development of empathy towards others Social competence: cooperative skills get better	Service: improvement of cardiorespiratory endurance Learning of content improves, pedagogical understanding of content improves Development of empathy towards others Social competence: cooperative skills get better
Galvan and Parker (2011)GALVAN, Christine; PARKER, Melissa. Investigating the reciprocal nature of service-learning in physical education teacher education. Journal of Experiential Education , v. 34, n. 1, p. 55-70, 2011. DOI: https://doi.org/10.1177/105382591103400105 https://doi.org/10.1177/1053825911034001...	USA	Non-profit organization for unattended youngsters	Weeks: 9 Nº of times a week: 3 days/week Hours/session: 30-45’ Total hours: -	Qualitative	Students Participating youngsters Organization workers University teachers	Learning Service (youngsters’ learning)	Interviews, field notes and students’ journals	Implement previously acquired pedagogical knowledge of content in a real context. Classroom management strategies. They realize a lack of knowledge of content Social competence was developed only superficially	Implement previously acquired pedagogical knowledge of content in a real context. Classroom management strategies. They realize a lack of knowledge of content Social competence was developed only superficially
Gil-Gómez, Chiva-Bartoll and Martí-Puig (2015)	Spain	Children with special educational needs	Weeks: - Nº of times a week: - Hours/session: - Total hours: 40-45 hours.	Qualitative	Students Teachers Entity representatives	Learning	Reflective journal Global sessions of discussion with the participating agents after each intervention Discussion group of experts	Improvement of teaching competence Improvement of the understanding of disability Social competence: no remarkable changes	Improvement of teaching competence Improvement of the understanding of disability Social competence: no remarkable changes
Gil-Gómez, Moliner-García, Chiva-Bartoll and García López (2016)	Spain	Children with functional diversity	Weeks: 11 Nº of times a week: - Hours/session: - Total hours: 136 hours.	Mixed	Students	Learning	Questionnaire Evaluación de la competencia Ciudadana Prosocial e Inclusiva Subject Service file Monitoring journal of the service	Improvement of social awareness and responsibility	Improvement of social awareness and responsibility
Himelein, Passman and Phillips (2010)	USA	Whole families for obesity prevention in contexts of disadvantage	Weeks: - Nº of times a week: - Hours/session: - Total hours: 14 hours	Mixed	Students Service recipients (families)	Learning Program Impact on service recipients	Questionnaire Discussion group Interviews	Implement academic learning to a real-world problem. The understanding of the course content improves Self-confidence, empathy, self-awareness Service: there is an impact on families’ lifestyles, increasing PA and improving eating habits	Implement academic learning to a real-world problem. The understanding of the course content improves Self-confidence, empathy, self-awareness Service: there is an impact on families’ lifestyles, increasing PA and improving eating habits
Lamoneda (2018)LAMONEDA, Javier. Programas de ApS en estudiantes de ciclo formativo en animación y actividad física. Journal of Sport and Health Research , Andalucía, v. 10, n. 1, p. 65-78, 2018.	Spain	Students from primary and secondary schools (recess revitalization)	Weeks: 15 Nº of times a week: Once a week Hours/session: - Total hours: -	Quantitative	Students Service recipients (direct users)	Learning PA program	Questionnaire to assess quality in programs of Physical Activity (Hernández, 2001). Questionnaire of generic competences created ad hoc	Program: program positively assessed, as well as the instructor’s training Learning: acquisition of generic competences positively assessed	Program: program positively assessed, as well as the instructor’s training Learning: acquisition of generic competences positively assessed
Lleixa and Ríos (2015)	Spain	Prisoners from a mental health unit	Weeks: - Nº of times a week: Once a wek Hours/session: 5 hours Total hours: -	Qualitative	Students University teachers Prison guard Participants (prisoners)	Learning Intervention program Program impact on prisoners’ lives	Interview to the prison guard Students’ field journals 2 discussion groups: one with members of the working group and other with prisoners	Learning Reduce stigma about mental health issues Learn to work with other agents. Establish limits with the prisoners Learn to adapt the resources to the group and their level Service Breaks with the monotonous lives of prisoners, allowing them to socialize. It improves prisoners’ motor abilities, as well as respect and self-control, with a decrease of competitiveness and aggressivity in games. It also helps to improve hygienic habits. Program: positively assessed, well programed and with objectives, it allows to change the dynamics in the everyday life of the facility	Learning Reduce stigma about mental health issues Learn to work with other agents. Establish limits with the prisoners Learn to adapt the resources to the group and their level Service Breaks with the monotonous lives of prisoners, allowing them to socialize. It improves prisoners’ motor abilities, as well as respect and self-control, with a decrease of competitiveness and aggressivity in games. It also helps to improve hygienic habits. Program: positively assessed, well programed and with objectives, it allows to change the dynamics in the everyday life of the facility
Meaney, Griffin and Bohler (2009)	USA	Preschool kids with no physical education due to economic limitations	Weeks: 8 Nº of times a week: Twice a week Hours/session: - Total hours: -	Qualitative	Students External observer	Learning Impact on recipients	Written journals Interviews to university students Class observation to assess children’s physical activity	Improvement of students’ pedagogical knowledge Positive and negative emotions during the intervention Service: participating children with high levels of MVPA	Improvement of students’ pedagogical knowledge Positive and negative emotions during the intervention Service: participating children with high levels of MVPA
Meaney, Housman, Cavazos and Wilcox (2012)	USA	Children from elementary schools in low-income areas	Weeks: 3 Nº of times a week: Once a week Hours/session: 2 hours Total hours: -	Qualitative	Students	Learning	Reflective journals Discussion groups	Emotions: negative thoughts (anxiety, depression, nervousness) that got dissipated over time Improvement of self-efficiency, self-confidence Change of thoughts and attitudes towards people in disadvantaged contexts	Emotions: negative thoughts (anxiety, depression, nervousness) that got dissipated over time Improvement of self-efficiency, self-confidence Change of thoughts and attitudes towards people in disadvantaged contexts
Miller (2012)MILLER, Marybeth. The role of service-learning to promote early childhood physical education while examining its influence upon the vocational call to teach. Physical Education & Sport Pedagogy , United Kingdom, v. 17, n. 1, p. 61-77, 2012. DOI: 10.1080/17408981003712810. https://doi.org/10.1080/1740898100371281...	USA	Children from 3-5 years (12 from Special Education)	Weeks: 8 Nº of times a week: once a week Hours/session: 45’ Total hours: -	Mixed	Students	Learning	Weekly structured records Questionnaire PE Teachers’ vocation for teaching (specifically designed for this research)	Reaffirmation of the importance of the profession Positive influence in the training to assist students with special educational needs Discouragement is reduced throughout the intervention, excitement and joy are maintained	Reaffirmation of the importance of the profession Positive influence in the training to assist students with special educational needs Discouragement is reduced throughout the intervention, excitement and joy are maintained
Peralta, O’Connor, Cotton and Bennie (2016)	Australia	Aboriginal children	Weeks: 2 Nº of times a week: Twice a week Hours/session: 120’ Total hours: -	Mixed	Students	Learning	Questionnaire Multicultural Teaching Competencies Scale Individual and group reflections Discussion groups	Improvement throughout SL. Change of stereotypes and preconceived notions Teaching competence: difficulty when implementing a student-centered teaching and difficulties in classroom management	Improvement throughout SL. Change of stereotypes and preconceived notions Teaching competence: difficulty when implementing a student-centered teaching and difficulties in classroom management
Richards, Eberline, Padaruth and Templin (2015)	USA	Children with disabilities (3-18 years)	Weeks: 5 Nº of times a week: Once a week Hours/session: 2 hours Total hours: -	Mixed	Students External observer	Learning	Public Affairs Scale Interviews Weekly reflective journals Non-participating observations	Improvement of commitment to the community, ethical leadership, cultural competence… They consider their participation in the program means a change for the community Curricular competence Opening of new work paths	Improvement of commitment to the community, ethical leadership, cultural competence… They consider their participation in the program means a change for the community Curricular competence Opening of new work paths
Roper and Santiago (2014)ROPER, Emily; SANTIAGO, José A. Influence of service-learning on kinesiology students’ attitudes toward P-12 Students With Disabilities. Adapted Physical Activity Quarterly , v. 31, p. 162-180, 2014. DOI: https://doi.org/10.1123/apaq.2013-0086 https://doi.org/10.1123/apaq.2013-0086...	USA	Students with disabilities	Weeks: - Nº of times a week: - Hours/session: - Total hours: 6 hours.	Qualitative	Students	Learning	Discussion group Semi-structured interviews	Appearance of nervousness. Change of preconceived attitudes and how they change through experience	Appearance of nervousness. Change of preconceived attitudes and how they change through experience
Webster, Nesbitt Lee and Egan (2017)	USA	Primary or secondary education students	Weeks: 10 Nº of times a week: Twice a week Hours/session: 3 hours Total hours: -	Qualitative	Students	Learning	Interviews and reflections	Communication skills improve Teaching competences: training and planification	Communication skills improve Teaching competences: training and planification
Whitley, Walsh, Hayden and Gould (2017)	USA	High-school students from neglected communities	Weeks: 12 Nº of times a week: twice a week Hours/session: - Total hours: -	Qualitative	Students Program Director	Learning	Weekly reflective journal Interview with the program director Semi-structured interviews with participants	Improvement of self-confidence, self-assurance, leadership Decrease of stereotyped beliefs; improvement of social justice knowledge and higher value to civic commitment Development of specific knowledge of content, understanding of theoretical principles Exploration of teaching and work possibilities	Improvement of self-confidence, self-assurance, leadership Decrease of stereotyped beliefs; improvement of social justice knowledge and higher value to civic commitment Development of specific knowledge of content, understanding of theoretical principles Exploration of teaching and work possibilities
Wilkinson, Harvey, Bloom, Joober and Grizenko (2013)	Canada	Children with ADHD (6-12 years)	Weeks: - Nº of times a week: - Hours/session: - Total hours: 16 hours.	Qualitative	Students	Learning	Semi-structured interviews	Improvement of pedagogical knowledge of content Professional development	Improvement of pedagogical knowledge of content Professional development
Woodruff and Sinelnikov (2014)WOODRUFF, Elizabeth; SINELNIKOV, Oleg. Teaching young adults with disabilities through service learning. European Physical Education Review , United Kingdom, v. 21, n. 3, p. 292-308, 2014. DOI: https://doi.org/10.1177/1356336X14564171 https://doi.org/10.1177/1356336X14564171...	USA	Adults with intellectual disability	Weeks: 10 Nº of times a week: - Hours/session: 1 h 25’ Total hours: -	Qualitative	Students External observer	Learning	Interviews, critical incidents, formal reflections and direct observation	Emotions: at the beginning fear and apprehension that changed as the program moved forward The perception of disability changed Teaching competence: develop proposals focused on individualized learning	Emotions: at the beginning fear and apprehension that changed as the program moved forward The perception of disability changed Teaching competence: develop proposals focused on individualized learning

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[1] Laura Cañadas is an Assistant Professor at the Department of Physical Education, Sport and Human Movement at the Autonomous University of Madrid. International PhD in Physical Activity and Sport Sciences. Her research focuses on formative assessment, teacher education, and physical education.