Effects of Service Learning on Physical Education Teacher Education Students’ Subjective Happiness, Prosocial Behavior, and Professional Learning

Abstract

This study aims to analyze the effects of a service learning (SL) program on the subjective happiness (SH), prosocial behavior (PB), and professional learning (PL) perceptions of Physical Education Teacher Education (PETE) students as well as to examine the correlations among these variables. Methods:The study used a quasi-experimental design of two non-equivalent groups (control and experimental) comparing pre-test and post-test data. The instruments used were the Subjective Happiness Scale, the Prosocial and Civic Competence questionnaire, and the Impact of Service Learning during Initial Training of Physical Activity and Sports questionnaire.Results: Data indicated that SL only had a significant influence on SH when the students compared themselves with their peers. On the other hand, the effect of SL on promoting PB and PL perceived was significant in several of their dimensions. Finally, the results showed a greater correlation of the perceived PL with the PB than with the SH. Discussion/Conclusion:The results of the study provide educational researchers with valuable information to better understand how SL influences the training of PETE students.

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

“…Studies analyzing the results from PETE students used all three types of methodology. Five studies used experimental and control groups: Chiva-Bartoll et al [ 40 ], Chiva-Bartoll et al [ 29 ], and Capella et al [ 38 ] used a mixed methods approach, while Chiva-Bartoll et al [ 42 ] and Willard and Crandall [ 58 ] used quantitative methods.…”

“…Other studies assessed the acquisition of professional skills from SL with specific populations (17/31) such as cognitively impaired individuals [ 52 , 55 ], children with disabilities special educational needs [ 27 , 34 , 38 , 39 , 43 , 45 , 59 ] children with attention deficit hyperactivity disorder [ 51 ], others diversity as cultural dimension, low SES schools, disadvantaged population, minority groups [ 10 , 11 , 35 , 42 , 47 , 52 ] and older adults [ 54 , 58 ]. Surprisingly, Willard and Crandall [ 58 ] found no increase in students’ knowledge of PA and attitudes towards PA with older adults.…”

“…Chiva-Bartoll et al [ 41 , 42 ] studied values, personal attitudes, and/or personal life plans, concluding that SL promotes subjective happiness and pro-social attitudes [ 42 ]. Ruiz et al [ 54 ] analyzed social sensitivity and disconfirmation of negative stereotypes, satisfaction and personal growth, and desire for social justice, resulting in relevant items for PETE students.…”

El encuentro socio-deportivo como experiencia de aprendizaje-servicio universitario en dos centros de internamiento educativo de menores

“…La aplicación del aprendizaje en un contexto social real y la reflexión sobre sus consecuencias sitúan el ApSU desarrollado en el contexto de una enseñanza de calidad (ODS4). El ESD también les ha permitido poner a prueba algunas competencias profesionales como la cooperación y el trabajo en equipo (Chiva-Bartoll et al, 2020b), aplicando y comprobando el alcance formativo de determinadas opciones de intervención docente (Billig et al, 2005;Chiva-Bartoll et al, 2020c;Chiva-Bartoll et al, 2020a). Asimismo, el disponer de un tiempo estructurado para la reflexión y discusión de la experiencia de servicio, ha posibilitado al alumnado universitario valorar su intervención (Aramburuzabala et al, 2019), y tomar conciencia de la necesidad de trascender sus prejuicios sobre el colectivo vulnerado con el que han compartido la experiencia.…”

Contributions of Service-Learning on PETE Students’ Effective Personality: A Mixed Methods Research

“…Particularly, this is supported by current literature that suggests students’ improvements in self-concept and self-esteem can be made through personal reflection about oneself, which in turn encourages students to adjust their behaviour within the class group, thus increasing their social competences and communication skills [ 20 ]. Likewise, the inherent SL reflection processes would allow students to increase their motivation towards the task and professional-related skills [ 8 , 34 , 35 , 36 , 37 ]. Similarly, successful social experiences might help students readjust their expectations, become more aware of their skills, and develop greater potential to cope with problems in order to achieve their social goals [ 7 , 24 , 38 ].…”