Perceptions of a Service-Learning Course to Increase Physical Activity in Rural Afterschool Programs
Advisor Information
Danae Dinkel
Presentation Type
Poster
Start Date
1-3-2019 2:00 PM
End Date
1-3-2019 3:15 PM
Abstract
Background: An effective method for promoting physical activity in children is by integrating physical activity into existing programming such as afterschool programs. However, afterschool programs in rural communities may not have access to the type of staff training needed to ensure optimal participation. Innovative methods are needed to train afterschool staff on how to best implement physical activity in rural settings. To address this issue, an online service-learning course was developed in a rural college for students involved in implementing physical activity in local afterschool programs. In this course, students learned methods to promote physical activity in children to maximize the amount of physical activity accumulated during physical activity time. Students then applied these methods when working in the local afterschool programs. The purpose of this study was to explore the experiences of undergraduate students and the afterschool program site supervisors after the completion of a service-learning course.
Methods: Interviews were conducted with undergraduate students in the service learning course (n=5) and with the site supervisors at the afterschool programs (n=2). Additionally, students’ written reflections from course assignments were used for data analysis (n=11). Data were analyzed using the process of immersion/crystallization.
Results: Overall, students had a positive experience in the service-learning course. They enjoyed the online format and ability to serve as part of the course requirements. Additionally, students enjoyed learning about how to engage elementary students and the impact socioeconomic status (SES) has on children’s health and academic outcomes. Finally, students were surprised with how much time was needed for the planning and logistical requirements of community interventions. Site supervisors’ perceptions of their experience with the students were mixed. Supervisors felt that most students were positive and were appreciative of their involvement in the afterschool program; however, other students were not as engaged. Supervisors also mentioned the children’s responses to the activities were mixed and that children mostly preferred unstructured time.
Discussion: Based on our evaluation thus far we have found that the students felt positively about the format of the course. They liked the online format of receiving information as well as the ability to put this information into action within the community. Future research should explore the experience of the children within the program as well as to objectively determine their levels of physical activity.
Perceptions of a Service-Learning Course to Increase Physical Activity in Rural Afterschool Programs
Background: An effective method for promoting physical activity in children is by integrating physical activity into existing programming such as afterschool programs. However, afterschool programs in rural communities may not have access to the type of staff training needed to ensure optimal participation. Innovative methods are needed to train afterschool staff on how to best implement physical activity in rural settings. To address this issue, an online service-learning course was developed in a rural college for students involved in implementing physical activity in local afterschool programs. In this course, students learned methods to promote physical activity in children to maximize the amount of physical activity accumulated during physical activity time. Students then applied these methods when working in the local afterschool programs. The purpose of this study was to explore the experiences of undergraduate students and the afterschool program site supervisors after the completion of a service-learning course.
Methods: Interviews were conducted with undergraduate students in the service learning course (n=5) and with the site supervisors at the afterschool programs (n=2). Additionally, students’ written reflections from course assignments were used for data analysis (n=11). Data were analyzed using the process of immersion/crystallization.
Results: Overall, students had a positive experience in the service-learning course. They enjoyed the online format and ability to serve as part of the course requirements. Additionally, students enjoyed learning about how to engage elementary students and the impact socioeconomic status (SES) has on children’s health and academic outcomes. Finally, students were surprised with how much time was needed for the planning and logistical requirements of community interventions. Site supervisors’ perceptions of their experience with the students were mixed. Supervisors felt that most students were positive and were appreciative of their involvement in the afterschool program; however, other students were not as engaged. Supervisors also mentioned the children’s responses to the activities were mixed and that children mostly preferred unstructured time.
Discussion: Based on our evaluation thus far we have found that the students felt positively about the format of the course. They liked the online format of receiving information as well as the ability to put this information into action within the community. Future research should explore the experience of the children within the program as well as to objectively determine their levels of physical activity.