ERIC Number: EJ1063581
Record Type: Journal
Publication Date: 2015-Apr
Abstractor: As Provided
Reference Count: N/A
Experiential Learning through a Physical Activity Program for Children with Disabilities
Richards, K. Andrew R.; Eberline, Andrew D.; Padaruth, Sookhenlall; Templin, Thomas J.
Journal of Teaching in Physical Education, v34 n2 p165-188 Apr 2015
Service-learning has become a popular pedagogical tool to promote academic and civic learning. One form of service-learning provides physical activity for underrepresented community groups, including children with disabilities. Using experiential learning theory, the purpose of this descriptive case study was to evaluate college students' experiences in a physical activity-based service-learning program for children with disabilities. Through convenience sampling, 97 program participants (82 female, 15 male), most of whom were White (N = 85), were recruited for participation. Data included a pre- and post-survey of civic learning, participant interviews, reflective journaling, and program observations. Qualitative data were analyzed using constant comparison and inductive analysis, and quantitative data were analyzed using Mixed ANOVAs. Results revealed that the program resulted in enhanced civic and academic learning. Themes included making a difference, academic and career connections, emotional and personal growth, and program reflection. Implications of the study and future directions for research are discussed.
Descriptors: Experiential Learning, Physical Activities, Disabilities, Service Learning, Learning Theories, Case Studies, College Students, Pretests Posttests, Civics, Interviews, Journal Writing, Observation, Qualitative Research, Comparative Analysis, Statistical Analysis, Program Effectiveness, Citizenship Education, Teaching Methods
Human Kinetics, Inc. 1607 North Market Street, Champaign, IL 61820. Tel: 800-474-4457; Fax: 217-351-1549; e-mail: firstname.lastname@example.org; Web site: http://www.humankinetics.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A