Academic, cultural, participatory and identity's effects of service learning in preservice teachers thought physical education

This study examines the academic, cultural, participatory and identity effects of the implementation of a service-learning program carried out at the University Jaume I by pre-service teachers. It was implemented through an intervention with children affected by Attention Deficit Hyperactivity Disorder. We collected the data through reflections written by groups of students. These data were coded using the software ATLAS.ti, and held categorical content analysis taking as reference the Butin's model (2003). The main successes of this intervention program were the technical, cultural and identity learnings. Moreover, the weaknesses were the lack of updates on the social participation category.