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Manuscript Format

Original Research

Time required for implementation of resource

> 50 minutes

Subdiscipline of Kinesiology

Exercise Testing & Prescription in Special Populations

Abstract

Service-learning is widely used in adapted physical activity/education (APA/APE) courses to enhance student learning through community engagement. However, limited research has explored how the presence or absence of an APA/APE course influences students’ perceived learning, confidence, and engagement in inclusive physical activity settings. This quasi-experimental, cross-sectional study examined how course-enhanced and purely experiential models of a university-based APA service-learning program, PA PALS, shaped undergraduate students’ experiences. Students (N = 58) participated; 41.4% (n = 24) were concurrently enrolled in an APA/APE course (course-enhanced group), while 58.6% (n = 34) participated as volunteers (purely experiential group). A validated 47-item survey was used to assess perceived skills, knowledge, confidence, and program perceptions. Mann-Whitney U tests revealed no significant differences in perceived skills or knowledge between groups (e.g., ability to modify activities, p = .17; communication skills, p = .88). However, students enrolled in the course reported significantly greater comfort in asking questions (U = 230.5, p = .04) and stronger perceived peer support (U = 211.0, p = .02), though they reported significantly lower enjoyment (U = 507.0, p = .01). These findings suggest that while experiential learning alone fosters core competencies, integrating coursework may enhance student engagement and collaborative learning. Future research should explore longitudinal impacts and the role of disability type on student outcomes. Findings suggest that integrating service-learning in APA/APE curricula may promote inclusive, evidence-based pedagogy.

Corresponding Author

Dr. Courtney Jost: jostc@oregonstate.edu

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