Service learning at school age in the field of physical education: a systematic review
DOI:
https://doi.org/10.47197/retos.v64.103075Keywords:
Physical education, primary education, secondary education, service learning, teaching method innova-tionsAbstract
Introduction: This study presented a review of the main benefits of service-learning in school physical education. Objective: To analyze the impact of service-learning in Primary, Secondary, and High School education, highlighting the benefits for both participants and recipients. Methodology: A systematic review was conducted between 2012 and 2022 using five databases: Web of Science, Scopus, Google Scholar, EBSCOHost, and Dialnet. The inclusion criteria were: (I) articles published in Spanish or English, (II) peer-reviewed prior to publication, (III) employing quantitative or qualitative methodologies, or (IV) being empirical studies in the context of physical education. Results: The analysis of 15 articles shows that Spain leads in the implementation of service-learning in physical education, especially in primary and secondary education. Programs lasted 2 to 5 months with a frequency of 2 sessions per week and primarily included recreational games. Quantitative methodologies predominated, utilizing validated questionnaires. Reported benefits included increased adherence to physical activity, improved healthy habits and motor skills, and the development of social and civic competencies.
Discussion: Service-learning proved effective in developing physical, social, and civic skills. However, areas for improvement were identified, such as adapting programs for younger ages and adjusting their duration. Combining service-learning with student-centered approaches amplified pedagogical benefits. Conclusions: Service-learning enhanced the physical, social, and emotional well-being of students, establishing itself as an effective pedagogical tool. Adjustments to its design could further maximize its educational and social impact.
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