Background/Purpose Preparing individuals to become proficient fitness professionals requires a curriculum promoting a sound knowledge of concepts plus an ability to appropriately apply these concepts. Bridging the gap between textbook and real-world applications may be facilitated through examples and case studies. Smoothing or enhancing the transition between conceptual and practice may occur through exposure to Perspective Taking (PT) activities. Some evidence suggests interpretation of events as experienced by another may increase students' cognitive ability. Purpose was to determine if providing a community based PT experience to pre-service health and exercise science professionals may enhance their understanding of and empathy with others.
Method Over a12-week period paticipants (N=24) took part in weekly PT discussions and leadership of a community-based fitness session. Study concluded with completion of a self-reflective survey instrument. Issues of assesment validity may relate to: 1) interpretation of stem phrasing and 2) ability to reconstruct differences in pre- post perspectives. Therefore, it was understood subjects had: 1) the same interpretation of survey terms and 2) were able to accurately reflect on pre-prespective questions post course.
Analysis/Results Interpretation of data revealed a positive gain and significant paired T-test differences in PT in the four categories assessed: Understanding (+.42, p=0.007); Assessment (+.33, p=0.009); Improvement (+.42, p=0.002); and Empathy (+.41, p=0.001). Unpaired questions related to feelings of more comfort (4.12 out of 5) and understanding of applying concepts (4.25 out of 5) also indicted positive trends.
Conclusions These findings suggest experiences associated with a community-based program enhanced perspective taking about fitness programming.