TY - JOUR
T1 - Experiential Learning and Inclusion Through Service-Learning
T2 - Recommendations for Kinesiology to Support Students and People with Impairments
AU - Wilson, Wesley J.
AU - Theriot, Elizabeth A.
AU - Richards, K. Andrew R.
AU - Trad, Alyssa M.
AU - Schriner, Lauren
N1 - Publisher Copyright:
© 2021 National Association for Kinesiology in Higher Education (NAKHE).
PY - 2021
Y1 - 2021
N2 - 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.
AB - 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.
KW - Adapted physical activity
KW - conceptual framework
KW - experiential learning theory
KW - physical education
KW - subjective feelings of inclusion
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U2 - 10.1080/00336297.2021.1917428
DO - 10.1080/00336297.2021.1917428
M3 - Article
AN - SCOPUS:85106259412
SN - 0033-6297
VL - 73
SP - 245
EP - 263
JO - Quest
JF - Quest
IS - 3
ER -