Innovative Analysis of Service-Learning Effects in Physical Education: A Mixed-Methods Approach

Abstract

The purpose of this study was to compare the development of teaching competency in pre-service teachers of physical education (n=96) through two different modalities of intervention from the same service-learning programme. Students provided a direct service to children with motor-functional diversity, promoting their motor skills and counteracting their lack of social attention. The topic was approached using mixed methods with methodological triangulation. Quantitative evidence was gathered through a quasi-experimental design of two non-equivalent experimental groups implementing the TC/MSBLG-R instrument (Capella-Peris, Gil-Gómez, & Chiva-Bartoll, 2018). Meanwhile, qualitative analysis was undertaken by elaborating 12 life histories of multiple crossed stories. Quantitative results provide significant evidence regarding the academic effect of service-learning on pre-service teachers while qualitative interpretation complements this view, reflecting how this learning was developed. We provide original findings of teaching competency effects on pre-service teachers as well as promoting additional academic and social learning.