Learning with Older Adults through Intergenerational Service Learning in Physical Education Teacher Education

Pedro J. Ruiz-Montero,Cristian González-García,Celina Salvador-García,Oscar Chiva-Bartoll

doi:10.3390/su12031127

Abstract

(1) Background: The population of older adults is growing faster but most of them experience physical, psychological, and social limitations. Higher education should reflect these concerns by providing students appropriate skills to support a sustainable society and putting the acquired theoretical knowledge into practice. Intergenerational Service Learning (SL) is an educational approach capable of contributing to these requirements. The goal of the study was to analyze the effects of an intergenerational SL program from the complementary perspective of the different agents involved. (2) Methods: The study used hermeneutic phenomenological methodology, widely used in educational research. A total of 23 (three female) Physical Education Teacher Education students (PETEs) and 20 older adults (three male) participated. Reflective journals were used for PETEs and semi-structured group interviews for older adults. (3) Results: The following categories emerged from PETEs: social sensitivity and disconfirmation of negative stereotypes, academic and professional learnings, satisfaction and personal growth, and desire for social justice. From older adults, four complementary categories emerged: disconfirmation of negative stereotypes, improvement of physical function, satisfaction and desire of continuity, and social interaction. (4) Conclusions: Intergenerational SL offers important social and educational inputs by deconstructing negative stereotypes and providing positive experiences to both PETEs and older adults.

Highlights

The population of older adults is growing faster and most of them experience an objective decrease in physical abilities that may be accompanied by psychological disorders and a loss of social and affective relationships [1]
Considering the complementary viewpoints of the two main agents involved, this study raises the following research questions: “How did Physical Education Teacher Education students (PETEs) experience the effects of the intergenerational Service Learning (SL) program?” and “How did older adults experience the effects of the intergenerational SL program?”
The first one refers to the emerging categories of PETEs experiences, and the second one refers to the emerging categories of disadvantaged older adults

Summary

Introduction

The population of older adults is growing faster and most of them experience an objective decrease in physical abilities that may be accompanied by psychological disorders and a loss of social and affective relationships [1]. This increase is often linked to a growing demand for long-term care. Time spent in sedentary behavior has increased substantially over the last three decades [5] and it rises with age [6] This could be lessened with the development of more intergenerational initiatives related to well-being, active aging, and physical and mental health in aged people [7]

Objectives

Methods

Results

Discussion

Conclusion