ABSTRACT

Background

There seems to be a need to rethink education and shape the future to build more equitable societies. In line with this idea, Service-Learning (SL) has emerged as an educational approach to integrate curricular learning and the provision of a community service. Unfortunately, many SL implementations in Physical Education lack a concrete frame of reference to guide them.

Purpose

Using the model-based practice framework, this paper aims to make the case to consider SL a pedagogical model to put transformative and socially critical Physical Education discourses into operation in real contexts.

Method

The article is structured around two main parts. Part 1 includes the criteria that any advocacy for a model should present within the models-based practice framework. Part 2 is divided into different subsections to introduce the theoretical foundations of SL, the major theme, the teaching implications and learning aspirations, exemplification of a particular case, and critical elements and benchmarks. It also contains a review of the research findings and reference networks and organizations that, despite not seeing SL specifically as a pedagogical model, report its development in Physical Education around the world.

Results and implications

In addition to setting the general bases and criteria to make the case for a pedagogical model, the paper addresses the main instructional implications for Physical Education: learning outcomes and teaching strategies. The work suggests that by considering the experiential, critical and transformative principles of the model, its major learning impact is upon the affective and social domains, in connection with the major theme identified: ‘learning by serving’. Another relevant contribution of the article is that it provides implementation guidelines through a 10-item checklist with benchmarks that typify SL’s key features. This checklist could be of value, since it can help practitioners and researchers to describe and verify future implementations.

Conclusion

SL has the necessary elements to be considered an activist, transformative, trans-domain and inter-contextual pedagogical model in Physical Education. Its dual major theme (learning by serving) uncovers new perspectives on teaching and learning in Physical Education, promoting the students’ social and affective domains. SL provides a connection between learning, teaching, content and context, requiring teachers and students to develop a commitment to the underlying philosophy of the model. Moreover, it occupies alternative spaces and locations to those traditionally used in Physical Education, and it can help develop genuine relationships between educators and students from schools and individuals and organizations from the community.

中文翻译：

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倡导将服务学习作为体育教学模式：迈向激进和变革性的方法

摘要

背景

似乎有必要重新思考教育并塑造未来以建立更公平的社会。根据这一理念，服务学习 (SL) 已成为一种将课程学习与提供社区服务相结合的教育方法。不幸的是，体育教育中的许多 SL 实施缺乏具体的参考框架来指导它们。

目的

使用基于模型的实践框架，本文旨在证明将 SL 视为一种教学模型，以将变革性和社会批判性的体育教育话语在真实环境中投入运作。

方法

这篇文章的结构围绕两个主要部分。第 1 部分包括在基于模型的实践框架内对模型的任何倡导应呈现的标准。第 2 部分分为不同的小节，介绍 SL 的理论基础、主题、教学含义和学习愿望、特定案例的示例以及关键要素和基准。它还包含对研究结果和参考网络和组织的回顾，尽管没有将 SL 专门视为一种教学模式，但报告了其在世界各地体育教育中的发展。

结果和影响

除了为教学模式设定一般基础和标准外，本文还讨论了体育教学的主要教学含义：学习成果和教学策略。这项工作表明，通过考虑该模型的经验、批判和变革原则，其主要的学习影响是对情感和社会领域的影响，与确定的主题相关：“通过服务学习”。这篇文章的另一个相关贡献是，它通过一个 10 项清单提供了实施指南，其中包含代表 SL 主要功能的基准。该清单可能很有价值，因为它可以帮助从业者和研究人员描述和验证未来的实施。

结论

SL 具有被认为是体育教育中的积极分子、变革性、跨领域和跨语境教学模式的必要元素。其双主题（通过服务学习）揭示了体育教学的新视角，促进了学生的社交和情感领域。SL 提供了学习、教学、内容和环境之间的联系，要求教师和学生对模型的基本理念做出承诺。此外，它占据了传统体育教育中使用的替代空间和位置，它可以帮助在教育工作者和学校学生以及社区的个人和组织之间建立真正的关系。