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) |
|
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 |
|
|
Corbatón-Martínez, Moliner-Miravet, Martí-Puig, Gil-Gómez and Chiva-Bartoll (2015) |
Spain |
Children with ADHD |
|
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 |
|
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 |
|
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 |
|
|
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 |
|
Qualitative |
-
Students
-
Participating youngsters
-
Organization workers
-
University teachers
|
|
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 |
|
Qualitative |
-
Students Teachers
-
Entity representatives
|
Learning |
|
-
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 |
|
|
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) |
|
Quantitative |
|
|
-
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 |
|
Qualitative |
-
Students
-
University teachers
-
Prison guard
-
Participants (prisoners)
|
|
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 |
|
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 |
|
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) |
|
Mixed |
Students |
Learning |
|
-
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 |
|
Mixed |
Students |
Learning |
|
|
|
Richards, Eberline, Padaruth and Templin (2015) |
USA |
Children with disabilities (3-18 years) |
|
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 |
|
|
|
Webster, Nesbitt Lee and Egan (2017) |
USA |
Primary or secondary education students |
|
Qualitative |
Students |
Learning |
Interviews and reflections |
|
|
Whitley, Walsh, Hayden and Gould (2017) |
USA |
High-school students from neglected communities |
|
Qualitative |
-
Students
-
Program Director
|
Learning |
|
-
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 |
|
|
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
|