A comparison of undergraduate students’ physical activity levels in a standard fitness walking class vs. a service-learning dog walking class

Abstract

Objective: To investigate the physical activity levels of students enrolled in a standard fitness walking class versus a service-learning dog walking class. Participants: College students (N = 65) from a university in the Southeastern United States (71% female; 85% White; 72% seniors). Methods: Students wore NL-1000 pedometers twice a week for 50 minutes for a full academic year. Service-learning students also completed reflection papers. Pedometer data was analyzed using SPSS and papers were analyzed through inductive coding. Results: Significant differences were found in each quantitative measure collected between classes. Students in the service-learning fitness walking class took more steps, walked further, and obtained more minutes of moderate to vigorous physical activity than the students in the standard fitness walking class. Results from student reflections provided insight into why these differences occurred as well as additional student experiences. Conclusions: Incorporating a service component into a physical activity course can be beneficial.