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.

中文翻译：

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体育教师教育中的可持续服务学习：检查姿势控制以促进自闭症儿童的幸福感

随着教室变得越来越多样化，当务之急是为体育教师教育（PETE）学生提供发展发展能力的机会，以促进所有学生的素质教育。在这项研究中，PETE学生应用了一项体育服务学习（SL）计划，旨在增强自闭症谱系障碍（ASD）儿童的运动能力和总体幸福感-这些目标与联合国可持续发展的第三个重点相关目标（SDG）。传统上，对SL的研究集中于学生的学习成果，因此呼吁检查SL对服务接收者的影响，这就是本文希望填补的空白。这项研究的目的是与对照组的ASD同伴相比，测量参与6个月SL计划的ASD儿童的姿势控制。使用了准实验设计，共有29名ASD儿童参加。实验组的结果显示前庭通路有显着改善，体感和视觉通路有改善趋势，动态测试也有改善。这项研究提供了有关SL计划如何使ASD儿童受益以改善其姿势控制的有价值的反馈，从而为关注健康发展的第三个SDG做出了贡献。