REACH for Health: Service-Learning Through Physical Education

REACH for Health: Service-Learning Through Physical Education

Risto Marttinen (California State University – Fullerton, USA), Ray N. Fredrick III (Teachers College Columbia University, USA) and Anthony J. Villanueva (California State University – Fullerton, USA)
DOI: 10.4018/978-1-5225-4041-0.ch007
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This chapter begins by briefly introducing the background of service-learning in kinesiology and, more specifically, physical education. A push for service-learning at the university level has led to teacher education programs across the nation to implement a variety of programs to provide their students with opportunities to engage in meaningful educational experiences. The main objective of this chapter is to provide an explanation of how one regional comprehensive University in California re-imagined their teacher education program to provide undergraduate students various service-learning experiences before attending a teaching credential program. These service-learning courses provide a service to under-resourced schools in the community while providing pre-service teachers authentic learning and teaching experiences.
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Service Learning In Kinesiology/Physical Education

Carson and Raguse (2014) recently conducted an in-depth, systematic review of service learning in Kinesiology. A brief overview of service learning in kinesiology is provided for the purposes of this chapter, but we refer you to Carson and Raguse (2014) for a full discussion. They postulate that in recent years, reports of community-based, service learning efforts have grown prominent in health, physical education, recreation, dance, and sport disciplines. The review details service learning projects in nearly every discipline of kinesiology, including athletic training (e.g., Heinerichs & Gardiner- Shires, 2010); recreation (e.g., Coetzee, Bloemhoff, & Naude, 2011; Hendricks & Miranda, 2003); health promotion and education (e.g., Champagne, 2006; Tremethick & Smit, 2009); rehabilitation and therapy (e.g., Romack & Hsu, 2011; Waite & Tatchell, 2005); and physical education (e.g., Timken & McNamee, 2012).

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