Evaluating university sport science students' perceptions following a service-learning intervention in high schools

• Pecci, Javier ^[1] ; Galiano, Carlos ^[1] ; Carnero Diaz, Angel ; Gil Delgado, José Luis ^[1]
  1. [1] Universidad de Sevilla

     Universidad de Sevilla

     Sevilla, España

     
• Localización: Sportis: Revista Técnico-Científica del Deporte Escolar, Educación Física y Psicomotricidad, ISSN-e 2386-8333, Vol. 11, Nº. 2, 2025
• Idioma: inglés
• Títulos paralelos:
  • Evaluación de las percepciones de los estudiantes universitarios de ciencias del deporte tras una intervención de aprendizaje-servicio en escuelas secundarias
• Enlaces
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• Resumen
  • español

    Este estudio examinó las percepciones de estudiantes universitarios y de secundaria tras una intervención de aprendizaje-servicio enfocada en biomecánica. Cinco estudiantes de ciencias del deporte enseñaron biomecánica a cinco estudiantes de secundaria a través de cuatro sesiones que combinaron teoría y práctica, concluyendo con una presentación en una conferencia. Las percepciones se evaluaron en dimensiones básicas, pedagógicas y organizativas, y se calculó la fiabilidad de la autoevaluación. Ambos grupos reportaron una alta satisfacción, con puntajes superiores a 3 de 4. Los estudiantes de secundaria demostraron una autoevaluación fiable, lo que refleja una retención efectiva del conocimiento. Los hallazgos sugieren que el aprendizaje-servicio es una pedagogía efectiva en biomecánica, ya que mejora la comprensión de conceptos complejos y fomenta interconexiones positivas entre estudiantes universitarios y de secundaria. 

  • English

    Perceived emotional support from professors is a well-documented factor influencing students’ motivation, participation, perseverance, and well-being. However, its influence on students’ sedentary lifestyle behaviors remains underexplored. This study assessed the direct influence of perceived professor’s emotional support on the sedentary lifestyle behaviors of undergraduate students at a state university in the Philippines. Utilizing a multiple regression approach, this study analyzed data collected from 1,128 randomly selected students through an online survey conducted from January to February 2024. The survey included the Sedentary Behavior Questionnaire and the Teacher’s Emotional Support Scale. Results indicate that perceived professor’s emotional support significantly predicts students’ sedentary behaviors during weekdays [F(3, 1124) = 3.104, p = .026] and weekends [F(3, 1124) = 4.837, p = .002]. Professor’s sensitivity and Regard to adult perspective were significant predictors of reduced sedentary behavior, whereas Positive Climate was not. Specifically, Professor’s Sensitivity (β = -.189, p = .012) and Regard to adult perspective (β = .201, p < .001) influenced weekday behaviors, while Professor’s Sensitivity (β = -.295, p < .001) and Regard to adult perspective (β = .218, p = .005) influenced weekend behaviors. The study concludes that professor’s emotional support plays a crucial role in mitigating sedentary behaviors among students. These findings underscore the importance of professor-student relationships extending beyond academics to foster healthier lifestyle choices. Further research is recommended to explore the underlying mechanisms and contextual factors affecting this relationship, aiming to develop targeted interventions and policies that enhance both academic performance and physical well-being, thus fostering supportive learning environments