Engaging Youth with the Teaching Personal and Social Responsibility Framework: Sport Psychology Graduate Students’ Experience in a Service-Learning Course

Abstract

Purpose: Grounded in the framework of Hellison’s (2011) Teaching Personal and Social Responsibility model, this study sought to understand how graduate students learned to facilitate a youth physical activity program while participating in a service-learning course designed to promote sport for development. Methods: This study utilized a thematic narrative analysis approach. Researchers interviewed one cohort of Master’s students (n=5) studying counseling and sport psychology who participated in the service-learning course. Results: Identified themes included: (1) supervision and consultation, (2) observation, and (3) self-reflection, along with emergent sub-themes when relevant. Conclusions: This research provides insight into how future service-learning courses in the field of counseling and sport psychology can be developed to facilitate graduate student learning through a culturally conscious lens. Applications in Sport: This information can be valuable for sport psychologists, sport social workers, mental performance consultants, physical education teachers, and coach educators when considering how to promote the development of future practitioners.