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Sustainable Service-Learning in Physical Education Teacher Education: Examining Postural Control to Promote ASD Children’s Well-Being

Author

Listed:
  • Teresa Valverde-Esteve

    (Department of Didactics of Music, Visual and Body Expression, University of Valencia, 46022 Valencia, Spain)

  • Celina Salvador-Garcia

    (Faculty of Education, Universidad Internacional de la Rioja, Avenida de la Paz, 137, 26006 Logroño, Spain
    Department of Education and Specific Didactics, Faculty of Humanities and Social Sciences, University Jaume I, 12071 Castellón, Spain)

  • Jesús Gil-Gómez

    (Department of Education and Specific Didactics, Faculty of Humanities and Social Sciences, University Jaume I, 12071 Castellón, Spain)

  • María Maravé-Vivas

    (Department of Education and Specific Didactics, Faculty of Humanities and Social Sciences, University Jaume I, 12071 Castellón, Spain)

Abstract

As classrooms become more and more diverse, it is imperative to provide physical education teacher education (PETE) students with opportunities to develop competencies that promote quality education for all students. In this study, PETE students applied a physical education service-learning (SL) program aimed at enhancing Autism Spectrum Disorder (ASD) children’s motor domain and general well-being—objectives that are connected to the third focus of the United Nations’ Sustainable Development Goals (SDGs). Traditionally, research on SL has focused on students’ outcomes, and there is a call to examine SL’s effects on service receivers, which is the gap this paper aspires to fill. The aim of this study was to measure the postural control of children with ASD who were involved in a 6-month SL program in comparison to ASD peers in a control group. A quasi-experimental design was used in which a total of 29 children with ASD participated. The results of the experimental group showed a significant improvement in the vestibular pathways, an improvement trend in the somatosensorial and visual pathways and improvements in the dynamic tests. This study provides valuable feedback about how SL programs can benefit ASD children to improve their postural control, thus contributing to the third SDG concerned with well-being promotion.

Suggested Citation

  • Teresa Valverde-Esteve & Celina Salvador-Garcia & Jesús Gil-Gómez & María Maravé-Vivas, 2021. "Sustainable Service-Learning in Physical Education Teacher Education: Examining Postural Control to Promote ASD Children’s Well-Being," IJERPH, MDPI, vol. 18(10), pages 1-13, May.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:10:p:5216-:d:554451
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    References listed on IDEAS

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    1. Robert G. Bringle & Julie A. Hatcher, 1996. "Implementing Service Learning in Higher Education," The Journal of Higher Education, Taylor & Francis Journals, vol. 67(2), pages 221-239, March.
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    Cited by:

    1. Ángel Acevedo-Duque & Tohtli Prado-Sabido & Elizabeth Emperatriz García-Salirrosas & Mirtha Mercedes Fernández Mantilla & Velia Graciela Vera Calmet & Nicolás Valle Palomino & Haydee Mercedes Aguilar , 2022. "Postgraduate Trends in the Training of Human Talent for Sustainable Development," Sustainability, MDPI, vol. 14(21), pages 1-18, November.
    2. Lu Yu & Meng Du & Xiaohua Zhou, 2023. "E-Service-Learning during the COVID-19 Pandemic: The Experiences of Mainland Chinese Students Enrolled at a University in Hong Kong," Sustainability, MDPI, vol. 15(12), pages 1-19, June.

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