Experiential Learning and Inclusion Through Service-Learning: Recommendations for Kinesiology to Support Students and People with Impairments

Wesley J. Wilson, Elizabeth A. Theriot, K. Andrew R. Richards, Alyssa M. Trad, Lauren Schriner

Research output: Contribution to journalArticlepeer-review

Abstract

Adapted physical activity-based service-learning programs that pair kinesiology and physical education preservice professionals alongside people with impairments are common across college and university settings. It is critical, however, that these programs be developed in a way that meets the needs and educational interests of both university and community stakeholder groups. Grounded in experiential learning theory and an inclusion framework based on relational ethics, the purpose of this paper is to propose empirically- and theoretically-informed recommendations to guide the development, implementation, and ongoing evaluation of adapted physical activity-based service-learning programs for people with impairments. In presenting our conceptual understanding through a new model, we pose three generative questions related to the requirements of service-learning and developing programs for and with both preservice kinesiology professionals and members of the community being served. We conclude with recommendations for research related to the model that is presented.

Original languageEnglish (US)
Pages (from-to)245-263
Number of pages19
JournalQuest
Volume73
Issue number3
DOIs
StatePublished - 2021

Keywords

  • Adapted physical activity
  • conceptual framework
  • experiential learning theory
  • physical education
  • subjective feelings of inclusion

ASJC Scopus subject areas

  • Education

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