High School Physical Education Students and Experiential Learning in the Community: A Classroom Assignment
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| Title: | High School Physical Education Students and Experiential Learning in the Community: A Classroom Assignment |
|---|---|
| Language: | English |
| Authors: | Tapps, Tyler, Passmore, Tim, Lindenmeier, Donna |
| Source: | Strategies: A Journal for Physical and Sport Educators. 2014 27(1):9-12. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 4 |
| Publication Date: | 2014 |
| Intended Audience: | Teachers |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | High Schools |
| Descriptors: | High School Students, Physical Education, Experiential Learning, Class Activities, Assignments, Learning Experience, School Community Programs, Service Learning, Models, Program Development, Partnerships in Education, Program Descriptions |
| DOI: | 10.1080/08924562.2014.858986 |
| ISSN: | 0892-4562 |
| Abstract: | The experiential learning model for students working with community groups was developed for specific experiential learning experiences involving 40 hours of actual experience for high school physical education students working with groups in the community. This article discusses the development and specific segments of the model, as well as how an instructor could implement the model as an assignment in a classroom setting. |
| Abstractor: | As Provided |
| Number of References: | 9 |
| Entry Date: | 2014 |
| Accession Number: | EJ1027988 |
| Database: | ERIC |
| Abstract: | The experiential learning model for students working with community groups was developed for specific experiential learning experiences involving 40 hours of actual experience for high school physical education students working with groups in the community. This article discusses the development and specific segments of the model, as well as how an instructor could implement the model as an assignment in a classroom setting. |
|---|---|
| ISSN: | 0892-4562 |
| DOI: | 10.1080/08924562.2014.858986 |
