Contributions of Service-Learning to more inclusive and less gender-biased Physical Education: the views of Spanish Physical Education Teacher Education students

ABSTRACT

There continue to be gender biases and masculinization within Physical Education (PE). Therefore, PE teacher training should challenge current curricular practices and promote transformative pedagogical approaches. We advocate service-learning (SL) which shares its essential principles and research outcomes with feminist pedagogy. This study aims to discover whether generic SL projects, aimed at meeting the needs of at-risk populations, might promote a non-gender-biased conception of PE in Physical Education Teacher Education (PETE) students/trainees. A qualitative hermeneutic-phenomenological method was used to explore the trainees’ personal experiences. Participants included 292 PETE trainees from Universities belonging to the Spanish Service-Learning Research Network in Physical Activity and Sport for Social Inclusion. PETE trainees experienced SL programmes aimed at promoting social inclusion of vulnerable populations through physical activity. A total of 292 reflection journals, 12 semi-structured interviews and 13 focus-groups were conducted. The findings were organized into four categories: ‘Equal footing’, ‘Overcoming masculinized views of PE’, ‘Beyond the class walls’, and ‘It seems that PE has evolved’. In conclusion, these findings show that SL might lead PETE trainees to see PE in a less gender-biased way and that a well-designed curriculum will be inclusive, empowering students who do not fit into the hegemonic expectations of masculinity.

KEYWORDS:

• Physical education
• service-learning
• pedagogical model
• gender

Acknowledgments

The authors would like to thank the professional services for manuscript revision and editing assistance and all the participants involved in the study.

Disclosure Statement

No potential conflict of interest was reported by the author(s).

Notes

1. Since there is a potential for confusion in the text students on PETE courses are referred to as ‘trainees’ while the students that they will go on to teach, or who are taking PE as part of their own education, are referred to as ‘students’.

Additional information

Funding

Supported by the Spanish Ministry of Science and Innovation, [I+D+i PID2019-105916RB-I00/AEI/10.13039/501100011033]; and the Superior Sports Council of Spain, through the RIADIS Project (Spanish Acronym for: Research Network in Service-Learning in Physical Activity and Sport for Social Inclusion) [03/UPB/20].

Notes on contributors

Oscar Chiva-Bartoll

Dr. Oscar Chiva-Bartoll works in the Education and Specific Didactics Department at Jaume I University (Spain). He teaches on the Degrees of Early Childhood Education and Primary Education, the University Master’s Degree in Secondary Education Teacher Training, and the University Master’s Degree in International Peace, Conflict and Development Studies. He heads the ‘ENDAVANT’ research group and has written high impact works relating to different research projects on service-learning and transformative pedagogies in Physical Education. He has won several educational innovation and social research awards. He is a member of The Research Network on Service-Learning in Physical Activity and Sport for Social Inclusion, and has published in relevant journals such as Journal of Sports Sciences, European Physical Education Review, Children and Youth Services Review, Journal of Teaching in Physical Education. He is co-author of a recent chapter on service-learning in the book Humanistic futures of learning, published by UNESCO in 2020. ORCID ID:  https://orcid.org/0000-0001-7128-3560

María Luisa Santos-Pastor

Dr. María Luisa Santos-Pastor is a Professor in the Department of Physical Education, Sports and Human Motricity at the Autonomous University of Madrid (Spain). She teaches on the University Master’s Degree in Physical and Sports Activities for the Social Inclusion of People with Disabilities, and the University Master’s Degree in Sciences of Physical Activity and Sports. She heads the ‘GEDAF-UAM’ research group, and the Research Network on Service-Learning in Physical Activity and Sport for Social Inclusion. She currently coordinates the Innovation Area of the UNESCO Chair in Education for Social Justice and directs a state competitive research project on the effects of service-learning on Physical Activity and Sports in Spain. She has published articles relating to different research interests such as service-learning, active methodologies, and formative assessment processes in high impact journals such as Education XX1, International Journal of Sustainability in Higher Education. ORCID ID:  https://orcid.org/0000-0002-4985-0810

L. Fernando Martínez-Muñoz

Dr. L. Fernando Martínez Muñoz works in the Department of Physical Education, Sports and Human Motricity at the Autonomous University of Madrid (Spain). He teaches on the University Master’s Degree in Physical and Sports Activities for the Social Inclusion of People with Disabilities, and the University Master’s Degree in Sciences of Physical Activity and Sports. He is a member of the ‘GEDAF-UAM’ research group at the Autonomous University of Madrid (Spain), and focuses his research interests and publications on the Physical Education curriculum, formative assessment processes in Physical Education and active methodologies. He is a member of The Research Network on Service-Learning in Physical Activity, and Sport for Social Inclusion, and currently directs teaching innovation projects related to assessment processes in service-learning implementations. He has recently published articles on service-learning in Physical Education Teacher Education in high impact journals such as Education XX1 and International Journal of Sustainability in Higher Education. ORCID ID:  https://orcid.org/0000-0001-5209-7527

Pedro Jesús Ruiz-Montero

Dr. Pedro Jesús Ruiz-Montero works in the Department of Physical Education and Sports, University of Granada, Campus of Melilla (Spain). He teaches on the Degree of Primary Education and Physical Activity and Sports Sciences, and is a member of the ‘SEJ-546, Physical Education and Social Transformation’ research group. He currently directs teaching innovation and research projects related to service-learning and active methodologies in Physical Education and Sports Sciences. He is an active member of The Research Network on Service-Learning in Physical Activity and Sport for Social Inclusion. His current research interests and recent publications include inclusive Physical Education, Interculturality in Physical Education Teacher Education and Physical Activity effects in mid-life women. He has recently published articles on journals such as Frontiers in Psychology and Climacteric. ORCID ID:  https://orcid.org/0000-0001-9349-2478