Physical Activity Leadership Development through a Physical Education Teacher Education Service-Learning Course

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 educat...

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Bibliographic Details
Published in:Journal of teaching in physical education 2023-01, Vol.42 (1), p.86-11
Main Authors: Egan, Cate A, Merica, Christopher B, Goc Karp, Grace, Orendorff, Karie, McKown, Hayley Beth
Format: Article
Language:English
Subjects:
Barriers
Experiential Learning
Group Dynamics
Leadership Qualities
Leadership Training
Life Style
Physical Activities
Physical Activity Level
Physical Education
Physical Education Teachers
Preservice Teachers
Program Effectiveness
Service Learning
Skill Development
Student Attitudes
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Summary: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.
ISSN:0273-5024
1543-2769
DOI:10.1123/jtpe.2021-0212