Engage pre-service teachers through service-learning to become future physical activity leaders

A story from North Dakota

To build future physical activity champions, engage teachers-in-training (including physical educators) in service-learning opportunities that involves the observation and practice of physical activity integration throughout the school day. By exposing pre-service teachers to the benefits of and strategies for implementing a Comprehensive School Physical Activity Program (CSPAP), they may be more likely to become physical activity leaders in their future workplaces.

We spoke with Dr. Kristen Ford from Concordia College (Moorhead, MN) and Dr. Jenny Linker of North Dakota State University to learn about their experience implementing service-learning opportunities with pre-service teachers.

Drs. Ford and Linker shared that service-learning via school and university partnerships is an effective way to provide pre-service teachers with hands-on experience incorporating physical activity throughout the entire school day. As part of SchoolsAlive! (Read our story on SchoolsAlive! here), teams of students are sent into schools to provide support for a CSPAP, model brain boosts, and integrate other physical activity approaches. For Dr. Ford, “experiential learning gets students outside the four walls of their classroom to see the benefits and challenges of physical activity, incorporate things that they are learning in class, and see what it takes to implement physical activity in schools.”

Key Takeaways

Recognize that with training and buy-in, pre-service teachers are poised to be future physical activity champions. Culture change takes time, and it can be difficult to steer current school practices towards purposeful incorporation of physical activity amidst the many pressures and priorities that schools and teachers face. Through intentional preparation, pre-service teachers can weave CSPAP strategies into their practice, bring these strategies into their future classrooms, and ultimately influence their future school cultures over time.  Dr. Linker stated:

“We wanted to get university students involved early and socialize them into physical activity leader roles through this service-learning project. If they are not socialized to become physical activity leaders during teacher training, it is much harder to do so later.”

Allow pre-service students to be creative, while still providing guidance. Dr. Ford reflected: “Service-learning requires the professor to check on students’ statuses to see what’s working and what’s a challenge, while still letting them take ownership. Students get to be creative, try new things, and work with kids, champions, and those who aren’t champions. They are learning what it will be like, and get to think of ways to overcome barriers.”

Make sure students are contributing to sustainable projects. According to Dr. Ford, “Whatever they do, we try to make it sustainable. Pre-service teachers are not coming in to supervise recess.” Pre-service teachers are tasked with addressing a school’s need with sustainability in mind.