Boyer (1996) stated that America’s universities are suffering from “a decline in public confidence” due to the perception that the university is no longer essential to the work of the nation. Obviously, the implication is that much of the work of the university is conducted in a proverbial “ivory tower” and has little pragmatic value to “realworld” issues. This sentiment is indeed unfortunate. Truly, those engaged in scholarly pursuits should try and craft their scholarly agendas to contribute to and benefit their community. From this notion, Boyer (1996) suggests that the “scholarship of engagement” be enacted as a means of connecting the resources of the university to the city in attempt to alleviate felt needs. In the spirit of “the scholarship of engagement,” I was approached by the Greater San
Antonio YMCA (Director of the New Braunfels branch) and asked if I had any students willing to work under my supervision to assess their fitness programming.
Community Problems
Obesity, sedentary lifestyles, and associated systemic diseases (i.e., type II diabetes and hypertension) are well documented global concerns and have become epidemic (McArdle, Katch, & Katch, 2007). Ironically, no where is obesity more prevalent that in south-central Texas. According to the American Obesity Association (in conjunction with the Center for Disease Control) San Antonio ranks the highest of all U.S. cities in adult obesity
(31.1%) and second in overweight adults (65%). This staggering data indicates that a huge percentage of adults in
San Antonio are at serious health risk (AOA, 2005). Involvement in intentional and systematic physical activity and exercise can reduce morbidity and mortality rates resulting from sedentary lifestyle and associated systemic diseases
(McArdle, Katch, & Katch, 2007).
One of the large-scale agencies taking an active role in combating sedentary lifestyle is the YMCA. This project is directed toward improving the capacity of our local YMCA branches to meet that challenge and need. The
YMCA of greater San Antonio consists of seven local branches. The YMCA of greater San Antonio desperately needs a systematic review of the fitness programs for each branch. The goal of this service-learning project would be to assess the weaknesses and strengths of each branches fitness programming and make recommendations for improvements as well as programming consistency and uniformity amongst the branches. The anticipated benefits include the following:
1.
The YMCA of Greater San Antonio’s expressed need is met, in that it will be better suited to serve the overweight and obese population of San Antonio.
2.
(As an indirect result of #1) San Antonio’s overweight and obese population will be better served.
1

3.
Students are involved in providing assistance to the community’s obesity and overweight population by enhancing the quality and effectiveness of existing programming geared to combat sedentary living.
4.
Students gain a stronger sense of local and global citizenship by participating first-hand in the inter-play between programs, organizations, and diverse stakeholders.
5.
Specific leadership and change-management competencies will be put into practice, by students and
YMCA’s administration.
6.
Enhanced collaboration and dialogue between all parties involved (i.e., the course instructor, the additional faculty serving as student and YMCA consultants, YMCA directors and administrators, and students).
Course Involved
PE 3356: Management of Athletic Training Programs (offered: Summer I, 2007; Spring 2008)
PE 3356 is the primary course to focus this service-learning project, however projects may overlap with PE
4298 (Senior Seminar). PE 3356 is an upper-level course for athletic training and pre-professional students. The course objectives and learning outcomes are based on our profession’s educational competencies. Athletic training uses a competency-based educational model, which requires specific competencies, which are delineated by the
National Athletic Trainers’ Association (NATA) based on the Board of Certification’s, Inc. Role and Delineation
Study .
The competencies assigned to PE 3356 stem from two content areas, 1) Organization and Administration, and 2) Professional Responsibility. Organization and administration includes strategic planning, review, and assessment for healthcare/sports medicine facilities. Professional responsibilities include community involvement and programs that promote professional recognition within the community. This service-learning project would satisfy course requirements, associated educational competencies, as well as provide hands-on, real-world experience in the planning, evaluation, outcomes assessment, and recommendation process.
Proposed Student Activities
Students will observe, interview program and facility supervisors, fitness-floor workers, and program participants (3-levels of interviews), perform assessments (i.e., S.W.O.T. and modified 360-degree feedback), critique, and ultimately make formal recommendations for the fitness programming. Student goals would be to identify weakness, inconsistencies, and poor-practices and then make recommendations to individual branches on
2

how to improve the programs and improve consistency and uniformity between the branch programs. This process will involve period presentations and updates to the YMCA’s local and regional fitness staff. Furthermore, students will use their experiences to initiate dialogue with a variety of faculty, to provide in-class presentations, provide case-study analysis for class discussions (for cases in which they are personally involved), as well as (after faculty evaluations and my ultimate approval) summarize their findings in a formal recommendation to the YMCA.
Expected Outcomes of this Service Project
Anticipated Outcomes for Teaching. The intent of competency-based professional education is to develop students and practitioners who have demonstrated the skills and knowledge necessary to contribute to the needs of the community and their professions (Jones, Voorhees, & Paulson, 2002; Heinrichs, 2002). This proposed program expressly meets the leaning objectives of PE 3356 in a real-world controlled fashion, as well as the delineated educational competencies assigned to this course. Furthermore, it simultaneously provides real-life laboratory experience for upper-level students preparing to enter the healthcare arena. Teaching and learning is greatly enhanced by increasing faculty-student collaboration, as well as enhancing in-class discussions, and out-of-class dialogue over real-life issues as they pertain to the assessment and evaluation process.
Anticipated Outcomes for Research & Scholarship. I have established and direct a virtual laboratory
(hosted on TRACS). The name of my lab is The Athletic Training Leadership Laboratory and is the only lab of its kind in my discipline. I intend to use this service-learning project to facilitate the line of inquiry that meets the stated objectives and goals of my lab. My plan is use the assessment and interview process to answer the following research questions: 1) what leadership and management competencies are needed to create and maintain successful fitness programs at the YMCA? and 2) what are the predictors of fitness programming success at the YMCA? I intend to use this data to prepare presentations and publications, extrapolate data for larger populations, as well as use it as pilot tests for larger study samples. This project will also allow me to collaborate with students, fellow faculty, and practicing professionals in the health and fitness industry.
Anticipated Outcomes for Professional Service . The basic conceptual idea I have developed was originally presented to me by the YMCA itself. Therefore, it would meet an expressed need of the YMCA and provide a desired service to the regional community. This project will add a significant professional contribution to the local health and fitness community as well as benefit a well-established non-profit organization, with a rich history of community service.
3

American Obesity Association. (2005). Overweight and Obesity in U.S. Cities. Retrieved March 22, 2007 from http://www.obesity.org/subs/fastfacts/cities.shtml
Boyer, E. L. (1996). The Scholarship of Engagement. Journal of Public Service and Outreach, 1 (1), 11-20.
Heinrichs, K. (2002). Problem-based learning in entry-level athletic training professional-education programs: A model for developing critical-thinking and decision-making skills. Journal of Athletic Training, 37(4S),
189-198.
Jones, E., Voorhees, R., & Paulson, K. (2002). Defining and Assessing Learning: Exploring Competency-Based
Initiatives. Report of the National Postsecondary Education Cooperative Working Group on Competency-
Based Initiatives in Postsecondary Education. Retrieved September 27, 2005, from http://nces.ed.gov/pubs2002/2002159.pdf
McArdle, W., Katch, F., & Katch, V. (2007). Exercise physiology: Energy, nutrition, and human performance.
Lippincott Willimans & Wilkins: Baltimore, MD
4