Effect of Service-Learning Physical Activity Programs on Kinesiology Students' Attitudes toward People with Disabilities
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| Title: | Effect of Service-Learning Physical Activity Programs on Kinesiology Students' Attitudes toward People with Disabilities |
|---|---|
| Language: | English |
| Authors: | Junghoon Park, Elizabeth Garcia (ORCID |
| Source: | Journal of Experiential Education. 2024 47(4):591-601. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Service Learning, Physical Activities, Kinesiology, Student Attitudes, Attitudes toward Disabilities, In Person Learning, Electronic Learning, Differences, Program Evaluation, Interpersonal Competence, Undergraduate Students, Undergraduate Study, Attitude Change, Outcomes of Education, Inclusion |
| DOI: | 10.1177/10538259241245712 |
| ISSN: | 1053-8259 2169-009X |
| Abstract: | Background: Service-learning (SL) programs have been shown to be effective for college students in developing positive attitudes toward people with disabilities (PWDs). Such positive attitudes are particularly important for Kinesiology (KIN) students as they are trained to become future health and fitness professionals. Purpose: The present study investigated the effect of a 10-week in-person versus virtual SL program on KIN students' attitudes toward PWD. Methodology/Approach: A pre- postintervention, three-way, analysis of variance was utilized. This 3 × 2 mixed model design was utilized to assess students' attitudes toward PWD with three independent variables (in-person program, virtual program, and control) on two dependent variables (pre and post). Findings/Conclusions: There was significant Group × Time interaction. The between-group comparison showed a significant increase in Attitudes Toward Disabled Person scale score in the in-person SL group (p < 0.05) compared to non-SL group. There were no significant differences in the virtual SL group. Implications: These results indicate that in-person SL is effective for improving students' attitudes toward PWD, whereas virtual programs may not be as effective as in-person. In-person SL programs for KIN students may positively improve their attitudes toward PWD thus ameliorating interpersonal skills and creating more inclusive health and fitness professionals. KIN programs should consider SL programs with an emphasis on PWDs. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1449963 |
| Database: | ERIC |
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| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwFZyz8f5F-G6gkuzFGUGqC5AAAA4jCB3wYJKoZIhvcNAQcGoIHRMIHOAgEAMIHIBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDPRZ831TZlHQ2u6DkAIBEICBmq7e6PG0ibct67nZVsdtrJl2TX9tnVYfW8JIhCCdOWpCuWHUXBhkWeFUZWhmhj-rw-tH9EUMZ8eGyJ_-sO4lzPuRh8SJVAcwVMraR1S3wW8CHVk-M_XaDTpltJb8Yn4eJ0vgqmf79TvkTzuDLizKPJGpfAu9638Oi4D87TWogaj7fceFl6ZeNxvd11zWRLRwb5ieCUW1CJJ61a0= Text: Availability: 1 Value: <anid>AN0180988077;8l501dec.24;2024Nov22.02:17;v2.2.500</anid> <title id="AN0180988077-1">Effect of Service-Learning Physical Activity Programs on Kinesiology Students' Attitudes Toward People With Disabilities </title> <p>Background: Service-learning (SL) programs have been shown to be effective for college students in developing positive attitudes toward people with disabilities (PWDs). Such positive attitudes are particularly important for Kinesiology (KIN) students as they are trained to become future health and fitness professionals. Purpose: The present study investigated the effect of a 10-week in-person versus virtual SL program on KIN students' attitudes toward PWD. Methodology/Approach: A pre- postintervention, three-way, analysis of variance was utilized. This 3 × 2 mixed model design was utilized to assess students' attitudes toward PWD with three independent variables (in-person program, virtual program, and control) on two dependent variables (pre and post). Findings/Conclusions: There was significant Group × Time interaction. The between-group comparison showed a significant increase in Attitudes Toward Disabled Person scale score in the in-person SL group (p &lt;.05) compared to non-SL group. There were no significant differences in the virtual SL group. Implications: These results indicate that in-person SL is effective for improving students' attitudes toward PWD, whereas virtual programs may not be as effective as in-person. In-person SL programs for KIN students may positively improve their attitudes toward PWD thus ameliorating interpersonal skills and creating more inclusive health and fitness professionals. KIN programs should consider SL programs with an emphasis on PWDs.</p> <p>Keywords: service-learning; adapted physical activity; attitudes toward people with disability</p> <hd id="AN0180988077-2">Introduction</hd> <p>More than 61 million Americans have disabilities ([<reflink idref="bib5" id="ref1">5</reflink>]) and continue to face negative and unfavorable attitudes from others despite legal protection ([<reflink idref="bib33" id="ref2">33</reflink>]). Moreover, people with disabilities (PWD) experience health disparities due to negative attitudes, prevailing misconceptions, and biases among health professionals ([<reflink idref="bib9" id="ref3">9</reflink>]). Kinesiology (KIN), an allied health subject, plays a vital role in higher education by equipping future health practitioners with a comprehensive understanding of various physical activities, exercise, and their impact on an individual's quality of life ([<reflink idref="bib6" id="ref4">6</reflink>]). However, upon graduating from university, students often lack the necessary experience and perception of PWD, leading to hesitation and reluctance in providing essential services in their future careers.</p> <p>In response, universities have introduced service-learning (SL) programs to enhance students' practical skills while serving the community ([<reflink idref="bib13" id="ref5">13</reflink>]). Allport's contact hypothesis ([<reflink idref="bib2" id="ref6">2</reflink>]) suggests that increased interpersonal contact leads to more positive attitudes and reduced discrimination. Many allied health programs have adapted this theory into their SL initiative to improve future health professionals' skills ([<reflink idref="bib35" id="ref7">35</reflink>]). Furthermore, SL experiences enable students to establish meaningful learning outcomes which foster positive self-efficacy ([<reflink idref="bib11" id="ref8">11</reflink>]). Previous literature has documented the positive impact of connecting classroom content to real-world settings on attitudes and perceptions of PWD ([<reflink idref="bib24" id="ref9">24</reflink>]).</p> <p>Despite the ongoing exploration of physical activity (PA) and its influence on health conditions, society, and quality of life by KIN professionals, few undergraduate KIN students gain sufficient experience interacting with PWD within their core curriculum ([<reflink idref="bib3" id="ref10">3</reflink>]; [<reflink idref="bib7" id="ref11">7</reflink>]; [<reflink idref="bib21" id="ref12">21</reflink>]). The incorporation of an SL approach in a university's academic program has a profound positive societal impact on individuals with disabilities. This initiative not only promotes inclusion and equal opportunities but also fosters a more empathetic and understanding society ([<reflink idref="bib20" id="ref13">20</reflink>]). By engaging students in SL experiences, they gain firsthand knowledge and develop practical skills to address the specific needs of individuals with disabilities. SL approach encourages collaboration and teamwork, cultivating a supportive environment for the students who are the future generations of professionals in the field ([<reflink idref="bib32" id="ref14">32</reflink>]). It also encourages social integration and enhances the overall well-being of individuals with disabilities ([<reflink idref="bib29" id="ref15">29</reflink>]).</p> <p>Furthermore, exposure to adapted physical activity (APA) education instils a sense of empowerment and self-confidence in students and participants with various disabilities, enabling them to overcome physical and societal barriers and participate more actively in their communities ([<reflink idref="bib12" id="ref16">12</reflink>]). Ultimately, the integration of SL programs in university academic curricula contributes to a more inclusive and compassionate society, where the talents and abilities of individuals with disabilities are recognized and valued.</p> <p>The transition of a university's curriculum into a remote setting presented numerous challenges, including the lack of time and training for instructors. Suddenly shifting from traditional classroom settings to online platforms required instructors to quickly adapt their teaching methods and familiarize themselves with new technological tools. This abrupt change often left instructors with limited time to properly prepare and optimize their remote teaching strategies ([<reflink idref="bib8" id="ref17">8</reflink>]). Additionally, many instructors lacked the necessary training and experience to deliver remote instruction, which compounded the difficulties ([<reflink idref="bib1" id="ref18">1</reflink>]). The impact of remote learning on students varied widely. While some students were able to adapt well to the online environment, others faced significant challenges. The absence of face-to-face interaction and in-person support systems could lead to feelings of isolation and decreased engagement ([<reflink idref="bib14" id="ref19">14</reflink>]). Remote learning also demanded strong self-discipline and time management skills from students, as they had to navigate through a more independent and flexible learning structure ([<reflink idref="bib22" id="ref20">22</reflink>]). The lack of direct access to instructors for immediate clarification or feedback often caused delays in the learning process and hindered effective knowledge acquisition ([<reflink idref="bib19" id="ref21">19</reflink>]). It is crucial to acknowledge that the remote learning experience varied significantly depending on students' access to reliable internet connectivity and necessary technological resources. This discrepancy in access can have profound implications for students' attitudes toward PWD. It is especially important to consider the impact on students from disadvantaged backgrounds or rural areas who face challenges in terms of accessing required technology and stable internet connections. The difficulties they encountered in fully participating and keeping up with coursework may have potential implications for their attitudes toward PWD ([<reflink idref="bib18" id="ref22">18</reflink>]).</p> <p>Furthermore, it is important to examine the effects of transitioning from a remote learning environment to an in-person one during the postlockdown period. This comparison is essential to understanding the true impact of the shift to online learning. Therefore, the purpose of this study was to investigate the effect of a 10-week in-person versus virtual SL program on KIN students' attitudes toward PWD. By comparing the attitudes of students who participated in the traditional in-person program to those who engaged in the virtual program, we can gain insights into the potential differences in attitude formation and perceptions toward individuals with disabilities in different learning environments.</p> <p>Graph: Figure 1. Group × Time interaction to pre- and postsurvey in three different groups.</p> <p>Graph: Figure 2. Pre- and postsurvey comparison in between groups.</p> <p>Table 1. Demographic and Background Characteristics of the Participants.</p> <p>Graph</p> <p> <ephtml> &lt;table&gt;&lt;colgroup&gt;&lt;col align="left" /&gt;&lt;col align="char" char="." /&gt;&lt;col align="char" char="." /&gt;&lt;col align="char" char="." /&gt;&lt;/colgroup&gt;&lt;thead&gt;&lt;tr&gt;&lt;th align="left"&gt;Factor&lt;/th&gt;&lt;th align="left"&gt;In-person SL&lt;/th&gt;&lt;th align="left"&gt;Virtual SL&lt;/th&gt;&lt;th align="left"&gt;Control&lt;/th&gt;&lt;/tr&gt;&lt;/thead&gt;&lt;tbody&gt;&lt;tr&gt;&lt;td&gt;Gender (n)&lt;/td&gt;&lt;td /&gt;&lt;td /&gt;&lt;td /&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt; Male&lt;/td&gt;&lt;td&gt;15&lt;/td&gt;&lt;td&gt;15&lt;/td&gt;&lt;td&gt;18&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt; Female&lt;/td&gt;&lt;td&gt;18&lt;/td&gt;&lt;td&gt;19&lt;/td&gt;&lt;td&gt;15&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Education Classification (n)&lt;/td&gt;&lt;td /&gt;&lt;td /&gt;&lt;td /&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt; Sophomore&lt;/td&gt;&lt;td&gt;1&lt;/td&gt;&lt;td&gt;1&lt;/td&gt;&lt;td&gt;1&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt; Junior&lt;/td&gt;&lt;td&gt;12&lt;/td&gt;&lt;td&gt;12&lt;/td&gt;&lt;td&gt;26&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt; Senior&lt;/td&gt;&lt;td&gt;20&lt;/td&gt;&lt;td&gt;21&lt;/td&gt;&lt;td&gt;6&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt; </ephtml> </p> <p>1 <emph>Note.</emph> SL = service-learning.</p> <hd id="AN0180988077-3">Method</hd> <p></p> <hd id="AN0180988077-4">Participants</hd> <p>After obtaining approval from the IRB, the researcher distributed an email a call for volunteer participants to students. Participants each read the research information and provided online written consent prior to the survey. A total of 118 students were recruited from this study from upper division KIN courses (online SL course, in-person SL course, and non-SL in-person course). Participants were enrolled in either an in-person SL, a virtual SL, or a non-SL course.</p> <p>Table 2. Descriptive Statistics of Scores of Attitudes Scale.</p> <p>Graph</p> <p> <ephtml> &lt;table&gt;&lt;colgroup&gt;&lt;col align="left" /&gt;&lt;col align="char" char="." /&gt;&lt;col align="char" char="." /&gt;&lt;/colgroup&gt;&lt;thead&gt;&lt;tr&gt;&lt;th align="left" /&gt;&lt;th align="left" colspan="2"&gt;&lt;italic&gt;M&lt;/italic&gt; (&lt;italic&gt;SD&lt;/italic&gt;)&lt;/th&gt;&lt;/tr&gt;&lt;tr&gt;&lt;th align="left"&gt;Group&lt;/th&gt;&lt;th align="left"&gt;Pre&lt;/th&gt;&lt;th align="left"&gt;Post&lt;/th&gt;&lt;/tr&gt;&lt;/thead&gt;&lt;tbody&gt;&lt;tr&gt;&lt;td&gt;In-person SL&lt;/td&gt;&lt;td&gt;73.42 (11.33)&lt;/td&gt;&lt;td&gt;78.55 (12.87) &lt;xref ref-type="table-fn" rid="tfn3"&gt;*&lt;/xref&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Virtual SL&lt;/td&gt;&lt;td&gt;72.97 (4.48)&lt;/td&gt;&lt;td&gt;71.09 (12.26)&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Control&lt;/td&gt;&lt;td&gt;73.58 (5.31)&lt;/td&gt;&lt;td&gt;68.24 (11.53) &lt;xref ref-type="table-fn" rid="tfn3"&gt;*&lt;/xref&gt;&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt; </ephtml> </p> <ulist> <item>2 <emph>Note.</emph> SL = service-learning.</item> <item>3 <emph>p</emph> &lt;.05.</item> </ulist> <hd id="AN0180988077-5">Design</hd> <p>This research used a pre- postintervention study design. Quantitative data was gathered via pre and postscores of the Attitudes Toward Disabled Person (ATDP) scale ([<reflink idref="bib31" id="ref23">31</reflink>]) to investigate the effect of in-person and virtual SL programs on KIN major students' attitudes toward PWD. Yuker's scale has been reported as a reliable and valid tool to assess attitudes toward PWD ([<reflink idref="bib30" id="ref24">30</reflink>]). Recent studies used Yuker's survey to measure attitudes toward PWD in various disabilities ([<reflink idref="bib16" id="ref25">16</reflink>]; [<reflink idref="bib17" id="ref26">17</reflink>]; [<reflink idref="bib23" id="ref27">23</reflink>]; [<reflink idref="bib27" id="ref28">27</reflink>]).</p> <p>Written informed consent was obtained from all participants in advance and their data were deidentified. Recruitment and testing procedures were in accord with the ethical standards and the protocol was approved by the institutional review board. Both exercise modalities focused on implementing individualized exercise programs for PWD addressing range of motion and flexibility, strength training, cardiovascular endurance, and balance ([<reflink idref="bib15" id="ref29">15</reflink>]). Each student assisted community members with disabilities in 50-min therapeutic exercise sessions under clinical supervision 2 times per week. The virtual SL exercise program was held via a video conference platform ([<reflink idref="bib34" id="ref30">34</reflink>]).</p> <hd id="AN0180988077-6">Procedures</hd> <p>All participants completed the survey questionnaire regarding their attitudes toward PWD 3 times online. The survey took about 15 to 20 min. Before completing the survey, all participants signed an informed consent form and were given a copy of the form. The prestudy questionnaire was administered during week 2 of the semester, and the poststudy questionnaire was administered during week 14. All questionnaires included the same questions. Students completed the questionnaires online, and their attitudes toward PWD were measured based on the ATDP scale.</p> <p>This study selected three courses for comparison: in-person SL, virtual SL, or a non-SL course. Both SL courses covered the same content; one was in-person and the other over Zoom. The SL course included disability introduction, basic components of exercise and modification for PWD, practical techniques of exercise, safety precautions, and current literature related to APA. All the participants in these courses provided exercise for campus community members with various disabilities at least two to one ratio (students: community member). The in-person SL group provided in-person exercise sessions while the virtual SL group provided virtual exercise sessions over Zoom. The non-SL course did not include any disability information in its contents nor hands-on experience working with PWD.</p> <hd id="AN0180988077-7">Materials</hd> <p>The participants were asked to complete a survey questionnaire based on the ATDP scale. The ATDP scale is widely used to understand one's general attitudes toward PWD and is a research-validated instrument. On a scale of −3 to 3, participants were asked to rate how persons with disabilities should be treated and how they are similar to or different from individuals without disabilities; −3 indicated "<emph>I disagree very much</emph>" and 3 indicated "<emph>I agree very much</emph>." The total raw score range was calculated after negative numbers were converted to positive scores. Therefore, the final scores ranged from 0 to 120, with higher scores representing a more positive ATDP.</p> <hd id="AN0180988077-8">Analytic Strategy</hd> <p>To investigate the research question, an independent sample <emph>t</emph>-test was performed using SPSS statistics (Version 27) to evaluate group differences in the baseline condition. A 3 × 2 mixed analysis of variance (ANOVA) was conducted to compare the mean differences between the three groups, non-SL, virtual SL, and in-person SL, over two time points (pre- and post-SL) on the scores of ATDP. A paired <emph>t</emph>-test was used to compare between-group comparisons. Statistical significance was set at <emph>p</emph> =.05 for all analyses.</p> <hd id="AN0180988077-9">Results</hd> <p>Data analysis was conducted to compare the effects of different SL programs on KIN students' attitudes toward PWD. A total of 118 KIN major students were recruited for this study initially. However, a total of 18 students were excluded from the study because they did not complete the postsurvey. A total of 100 students were analyzed for the study; 33 were in the in-person SL group, 34 were in the virtual SL group, and 33 were in the non-SL group (Table 1). Over the intervention, the participants completed two surveys pre- (2nd week) and post- (16th week). The primary outcome was attitudes toward PWD measured by the ATDP scales.</p> <p>A one-way repeated measures ANOVA was conducted to compare presurvey scores among three different groups and found no significant differences. A 3 × 2 mixed ANOVA showed significant Group × Time interaction, F(<reflink idref="bib2" id="ref31">2</reflink>,<reflink idref="bib97" id="ref32">97</reflink>) = 5.76, <emph>p</emph> =.004) with an increased ATDP score in the in-person SL group and a decreased score in the non-SL group (Figure 1) Post hoc analysis (pairwise) revealed a significant interaction between in-person and non-SL groups.</p> <p>A paired-sample <emph>t</emph>-test was conducted to examine the changes in scores within the group. The results showed a significant increase in the ATDP presurvey (<emph>M</emph> = 73.42, <emph>SD</emph> = 11.33) and postsurvey (<emph>M</emph> = 78.55, <emph>SD</emph> = 12.88, <emph>t</emph> (<reflink idref="bib32" id="ref33">32</reflink>) = −2.16, <emph>p</emph> =.039) (Figure 2). In addition, a statistically significant decrease was seen in ATDP presurvey (<emph>M</emph> = 73.56, <emph>SD</emph> = 5.31) and postsurvey (<emph>M</emph> = 68.24, <emph>SD</emph> = 11.52, <emph>t</emph>(<reflink idref="bib32" id="ref34">32</reflink>) = 2.30, <emph>p</emph> =.028) in the non-SL group (Table 2). No significant difference was seen in the virtual SL program.</p> <hd id="AN0180988077-10">Discussion</hd> <p>The aim of this study was to evaluate the effects of in-person and virtual SL programs on KIN major students' attitudes toward PWD. Although both groups had interactions with PWD, the in-person SL students showed significant positive attitudes toward PWD compared to the students in the virtual setting. In-person or direct interactions have been shown to play an important role in changing attitudes ([<reflink idref="bib16" id="ref35">16</reflink>]). Furthermore, previous scholarships have supported this concept in SL programs aimed at improving students' attitudes toward PWD ([<reflink idref="bib25" id="ref36">25</reflink>], [<reflink idref="bib24" id="ref37">24</reflink>]). More contact time with PWD during their course work positively influenced their psychological aspects and further helped students to gradually diminish their anxiety and improved their confidence in working with PWD ([<reflink idref="bib25" id="ref38">25</reflink>], [<reflink idref="bib24" id="ref39">24</reflink>]). As the population of PWD continues to grow in the United States, it is imperative that future professionals in health and wellness are comfortable in working with this growing population. Additionally, these types of SL programs which focus on hands-on experiences may result in less fear, apprehension, and anxiety working with PWD. In addition, hands-on training in person allowed students to improve their technical skills, making them more comfortable and confident working with PWD ([<reflink idref="bib26" id="ref40">26</reflink>]).</p> <p>Virtual SL did not show significant differences in students' attitudes toward PWD. The virtual component may not have been conducive in assisting students' needs during their Zoom sessions. It is possible that the demands of the student's immediate needs were not met during the breakout room sessions. Issues such as delayed response time from instructors may have led to a sense of uncertainty during virtual sessions. Students also faced barriers with real-life applications. A previous study reported students' concern over the transferability of online skill development into face-to-face settings ([<reflink idref="bib28" id="ref41">28</reflink>]). We attribute some of these issues to the rapid transition from face-to-face instruction to a virtual class setting in a short amount of time. [<reflink idref="bib8" id="ref42">8</reflink>] noted that some instructors faced challenges transitioning to full online teaching because their practical usage of technologies took a critical role in the success of the online course. Students also reported technical issues during this virtual setting, a commonly reported problem for undergraduate students during online instruction ([<reflink idref="bib4" id="ref43">4</reflink>]). These issues can lead to problems such as a lack of motivation and active participation ([<reflink idref="bib10" id="ref44">10</reflink>]). These factors may explain why the virtual SL did not change students' attitudes toward PWD.</p> <p>The findings of our study provide strong evidence that participating in an in-person SL PA program can have a positive impact on KIN students' attitudes toward PWD. This conclusion is significant as it highlights the potential of SL programs in fostering empathy and understanding among future professionals in the fields of healthcare and fitness.</p> <p>As SL programs offer students an opportunity to engage directly with PWD in a healthcare or fitness context, it allows them to break down preconceived notions or stereotypes they may have held previously. By actively participating in physical activities alongside PWD, KIN students gain firsthand experience and develop a deeper understanding of the challenges faced by this population. This hands-on experience can significantly influence their attitudes, beliefs, and perceptions toward PWD.</p> <p>It is worth noting that SL programs with a focus on PWD during undergraduate careers have the potential to have a lasting impact on future professionals as they transition into careers in the healthcare and fitness industries. Engaging with PWD through SL allows students to develop essential skills such as empathy, cultural competence, and effective communication, which are highly sought after in these professions.</p> <p>Furthermore, the positive impact of SL programs on KIN students' attitudes toward PWD goes beyond personal development. It has the potential to address the broader issue of inclusivity and accessibility within healthcare and fitness settings. By nurturing positive attitudes toward PWD, future professionals are more likely to advocate for inclusive policies, design accessible programs, and provide person-centered care for individuals with disabilities.</p> <hd id="AN0180988077-11">Limitations</hd> <p>This study had some limitations. The research was conducted at a single university during the COVID-19 pandemic hence the generalizability of the findings is limited. Additionally, students' experience working with PWD differed depending on the student-to-client ratio and the clients' particular disabilities. The present study did not consider students' previous experience working with PWD which may have provided additional insight. Even though the course content remained consistent between the two settings, variability among instructors may have contributed to the results. In addition, the ATDP scale only measures one aspect of attitudes and may lack sensitivity to other significant aspects of attitudes. Longitudinal studies assessing the influence of the SL program and other intervening variables on students' perceptions are necessary to fully understand how attitudes about disability are impacted.</p> <hd id="AN0180988077-12">Conclusion</hd> <p>This study aimed to evaluate the effects of in-person and virtual SL programs on KIN major students' attitudes toward PWD. In our study, we found that students increased their attitudes toward PWD after in-person SL experience. There was no significant difference in students' attitudes during the virtual SL experience. Our findings suggest an in-person SL PA program can effectively improve KIN students' attitudes toward PWD. Incorporating SL programs with a focus on PWD in undergraduate curricula can provide valuable experiential learning opportunities for future professionals in the fields of healthcare and fitness. These programs have the potential to shape a more inclusive and empathetic healthcare and fitness workforce, ultimately benefiting PWD and society.</p> <ref id="AN0180988077-13"> <title> References </title> <blist> <bibl id="bib1" idref="ref18" type="bt">1</bibl> <bibtext> Alamri H. (2023). Instructors' self-efficacy, perceived benefits, and challenges in transitioning to online learning. 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| Items | – Name: Title Label: Title Group: Ti Data: Effect of Service-Learning Physical Activity Programs on Kinesiology Students' Attitudes toward People with Disabilities – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Junghoon+Park%22">Junghoon Park</searchLink><br /><searchLink fieldCode="AR" term="%22Elizabeth+Garcia%22">Elizabeth Garcia</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0009-6408-1691">0009-0009-6408-1691</externalLink>)<br /><searchLink fieldCode="AR" term="%22Michihito+Ichihara%22">Michihito Ichihara</searchLink><br /><searchLink fieldCode="AR" term="%22Taeyou+Jung%22">Taeyou Jung</searchLink><br /><searchLink fieldCode="AR" term="%22Mai+Narasaki-Jara%22">Mai Narasaki-Jara</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3162-9955">0000-0003-3162-9955</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Journal+of+Experiential+Education%22"><i>Journal of Experiential Education</i></searchLink>. 2024 47(4):591-601. – Name: Avail Label: Availability Group: Avail Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 11 – Name: DatePubCY Label: Publication Date Group: Date Data: 2024 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Service+Learning%22">Service Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Activities%22">Physical Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Kinesiology%22">Kinesiology</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Attitudes+toward+Disabilities%22">Attitudes toward Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22In+Person+Learning%22">In Person Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Differences%22">Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Evaluation%22">Program Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Competence%22">Interpersonal Competence</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Study%22">Undergraduate Study</searchLink><br /><searchLink fieldCode="DE" term="%22Attitude+Change%22">Attitude Change</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1177/10538259241245712 – Name: ISSN Label: ISSN Group: ISSN Data: 1053-8259<br />2169-009X – Name: Abstract Label: Abstract Group: Ab Data: Background: Service-learning (SL) programs have been shown to be effective for college students in developing positive attitudes toward people with disabilities (PWDs). Such positive attitudes are particularly important for Kinesiology (KIN) students as they are trained to become future health and fitness professionals. Purpose: The present study investigated the effect of a 10-week in-person versus virtual SL program on KIN students' attitudes toward PWD. Methodology/Approach: A pre- postintervention, three-way, analysis of variance was utilized. This 3 × 2 mixed model design was utilized to assess students' attitudes toward PWD with three independent variables (in-person program, virtual program, and control) on two dependent variables (pre and post). Findings/Conclusions: There was significant Group × Time interaction. The between-group comparison showed a significant increase in Attitudes Toward Disabled Person scale score in the in-person SL group (p < 0.05) compared to non-SL group. There were no significant differences in the virtual SL group. Implications: These results indicate that in-person SL is effective for improving students' attitudes toward PWD, whereas virtual programs may not be as effective as in-person. In-person SL programs for KIN students may positively improve their attitudes toward PWD thus ameliorating interpersonal skills and creating more inclusive health and fitness professionals. KIN programs should consider SL programs with an emphasis on PWDs. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2024 – Name: AN Label: Accession Number Group: ID Data: EJ1449963 |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1177/10538259241245712 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 11 StartPage: 591 Subjects: – SubjectFull: Service Learning Type: general – SubjectFull: Physical Activities Type: general – SubjectFull: Kinesiology Type: general – SubjectFull: Student Attitudes Type: general – SubjectFull: Attitudes toward Disabilities Type: general – SubjectFull: In Person Learning Type: general – SubjectFull: Electronic Learning Type: general – SubjectFull: Differences Type: general – SubjectFull: Program Evaluation Type: general – SubjectFull: Interpersonal Competence Type: general – SubjectFull: Undergraduate Students Type: general – SubjectFull: Undergraduate Study Type: general – SubjectFull: Attitude Change Type: general – SubjectFull: Outcomes of Education Type: general – SubjectFull: Inclusion Type: general Titles: – TitleFull: Effect of Service-Learning Physical Activity Programs on Kinesiology Students' Attitudes toward People with Disabilities Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Junghoon Park – PersonEntity: Name: NameFull: Elizabeth Garcia – PersonEntity: Name: NameFull: Michihito Ichihara – PersonEntity: Name: NameFull: Taeyou Jung – PersonEntity: Name: NameFull: Mai Narasaki-Jara IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 1053-8259 – Type: issn-electronic Value: 2169-009X Numbering: – Type: volume Value: 47 – Type: issue Value: 4 Titles: – TitleFull: Journal of Experiential Education Type: main |
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