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Community service learning (CSL) in adapted physical activity benefits community partners, but they often feel uninformed and objectified. Building strong relationships is key to a positive CSL experience for these partners.

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Area of Science:

  • Adapted physical activity
  • Community service learning
  • Disability studies

Background:

  • Community service learning (CSL) is a common pedagogical approach in adapted physical activity.
  • The experiences of community members in CSL partnerships are under-researched.

Purpose of the Study:

  • To explore the lived experiences of community members with disabilities participating in an undergraduate adapted physical activity CSL course.

Main Methods:

  • Interpretative phenomenological analysis (IPA) was employed.
  • Data collection included individual and focus-group interviews, field notes, and artifacts.
  • Nine adults with disabilities participated.

Main Results:

  • Four key themes emerged: willingness to partner, feeling uninformed ('in the dark'), being objectified ('subjected to being the subject'), and the importance of relational engagement.
  • Participants expressed a willingness to be partners but highlighted a lack of clear communication and direction.
  • Relational engagement was identified as crucial for a meaningful CSL experience.

Conclusions:

  • Community members are willing partners in CSL but require better support and clearer communication.
  • The study underscores the importance of relational ethics and reciprocal partnerships in CSL.
  • Future CSL initiatives should prioritize meaningful engagement and address the needs of community partners.