Open AccessUniversity Service-Learning in Physical Education and Sport Sciences: A systematic review
Author(s) -
Óscar Chiva-Bartoll,
Pedro Jesús Ruíz-Montero,
Ricardo Martín Moya,
Isaac J. Pérez-López,
Javier Giles Girela,
Jonatan García-Suárez,
Enrique Rivera-García
Publication year - 2019
Publication title -
revista complutense de educación
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.466
H-Index - 14
eISSN - 1988-2793
pISSN - 1130-2496
DOI - 10.5209/rced.60191
Subject(s) - disadvantage , physical education , psychology , diversity (politics) , medical education , psychological intervention , service (business) , variety (cybernetics) , duration (music) , intervention (counseling) , mathematics education , pedagogy , sociology , medicine , computer science , art , economy , literature , artificial intelligence , psychiatry , anthropology , economics
Higher education requires a pedagogical transformation to guide teaching practice toward true educational competences. Service-Learning (SL) has become a teaching methodology that promotes social and personal skills. This systematic review of the literature reports SL experiences and research of university subjects related to physical education and sport sciences. All of them are based on different descriptive axes such as the type of publication: description of educational experiences, research articles or theoretical works. Similarly, this review has considered the geographical location, the methodological approaches used, the type of service provided and the different profiles of service recipient groups. Following an exhaustive search, 18 peer-reviewed publications were organized according to the methodology used, characteristics of the sample, duration and intensity of intervention programmes, instruments used, geographic distribution, profile of the group receiving the service and effects on students’ academic learning. The results indicate that the methodologies used tended to be qualitative, while the variety of samples and duration of interventions was very broad. The instruments used were mainly interviews and questionnaires. Most of the groups receiving SL included people with functional diversity or disabilities, children with attention deficit and hyperactivity disorder, children with special educational needs, people at a disadvantage or social exclusion and curricular lag. The publications in the present review highlight the impact of SL in university subjects related to physical education and sport sciences.