Evaluating university sport science students' perceptions following a service-learning intervention in high schools

Abstract

This study examined university and high school students’ perceptions following a biomechanics-focused service-learning intervention. Five sports science students taught biomechanics to five high school students through four sessions combining theory and practice, concluding with a conference presentation. Students were asked how they felt about the program across basic, pedagogical, and organizational dimensions, and self-assessment reliability was calculated. Both groups reported high satisfaction, with scores averaging over 3 out of 4. High school students demonstrated reliable self-assessment, reflecting effective knowledge retention. Findings suggest that service-learning is an effective pedagogy in biomechanics, enhancing comprehension of complex concepts and fostering positive interconnections between university and high school students.