Social and Emotional Learning in the Physical Education Curriculum

2020 ◽  
Author(s):  
Paul M. Wright ◽  
Barrie Gordon ◽  
Shirley Gray
Keyword(s):  
Physical Education ◽  
Best Practice ◽  
Social And Emotional Learning ◽  
Affective Learning ◽  
Emotional Learning ◽  
Learning Objectives ◽  
Policy Support ◽  
Education Curriculum ◽  
Social And Emotional ◽  
Learning Competencies

Physical education as a subject area simultaneously addresses psychomotor, cognitive, and affective learning objectives. Despite the recognized potential of physical education to promote affective learning objectives, these have been ill-defined in the curriculum and often neglected in practice. However, with a growing interest in social and emotional learning across the curriculum, physical education is now expected to better articulate and demonstrate its contributions in this area. While the framework may be new, social and emotional learning competencies (e.g., self-awareness, self-management, social awareness, relationship skills, and responsible decision-making) can be seamlessly integrated into quality, student-centered physical education. Given the growing policy support and existing best practice for teaching personal and social skills, it seems clear that with continued advocacy and teacher education, social and emotional learning competencies can be integrated into the physical education curriculum in a much more intentional and coherent way.

scholarly journals Don Hellison’s Life and Legacy: Introduction to the Special Issue

2020 ◽  
Vol 39 (3) ◽  
pp. 286-288 ◽  
Author(s):  
Paul M. Wright ◽  
David Walsh
Keyword(s):  
Physical Education ◽  
Social Responsibility ◽  
Youth Development ◽  
Best Practice ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Special Issue ◽  
Social And Emotional ◽  
Personal And Social Responsibility

Don Hellison (1938–2018) was a leader and trailblazer in sport and physical education pedagogy. Early in his career, he was an advocate for humanistic physical education. His engaged approach to scholarship culminated in the development of the Teaching Personal and Social Responsibility (TPSR) model, which is now recognized as a best practice for promoting social and emotional learning in physical education. The TPSR model has also been widely applied in the field of sport-based youth development. This is the introduction to the special issue devoted to Don’s life and legacy. It provides opening comments from the guest editors and a brief overview of the articles in the special issue.

Developing a Pedagogy of Restorative Physical Education

2021 ◽  
pp. 1-10
Author(s):  
Michael A. Hemphill ◽  
Yongsun Lee ◽  
Sarah Ragab ◽  
Jeremy Rinker ◽  
Omari L. Dyson
Keyword(s):  
Physical Education ◽  
Restorative Justice ◽  
Implementation Process ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Social And Emotional ◽  
Field Notes ◽  
Group Interviews ◽  
Transformative Approach ◽  
External Program

Purpose: The purpose of this study was to examine the process of developing an alternative physical education program using restorative justice practices as a transformative approach to social–emotional learning. Method: This study utilizes qualitative case study methods to examine the implementation process and short-term outcomes. Data sources include focus group interviews, student journals, observations, and reflective field notes. Trustworthiness of the findings are supported by triangulation, peer debriefings, prolonged engagement, and external program reviews. Results: The implementation of social and emotional learning was substantiated by student engagement with four class goals in which they aimed to participate in physical education as “champions,” “heroes,” “achievers,” and “peacemakers.” Restorative pedagogy included restorative chats, listening circles, community circles, and healing circles. Conclusion: This study suggests that transformative curriculum, such as restorative justice, offers a transformative approach to social and emotional learning that is applicable to physical education.

Using Activism to Cultivate Social and Emotional Learning in the English Language Arts Classroom

2021 ◽  
pp. 154-171
Author(s):  
Elisabeth Spinner
Keyword(s):  
Social Justice ◽  
Language Arts ◽  
Social Action ◽  
English Language ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Reading And Writing ◽  
Social And Emotional ◽  
Learning Competencies ◽  
Action Projects

English teachers' use of reading and writing instruction in a social justice-focused curriculum can include social action projects that encourage students to get involved in activism and also promotes social and emotional learning. This chapter outlines the research behind and steps towards using reading and writing in ways that encourage students to get involved in activism. The assignments and lessons suggested also include social and emotional learning competencies. Two specific texts are used to provide readers with concrete examples of implementing the ideas presented in classrooms.

A scoping review critically examining research connecting social and emotional learning with three model-based practices in physical education: Have we been doing this all along?

2020 ◽  
Vol 27 (1) ◽  
pp. 76-95 ◽  
Author(s):  
Ben Dyson ◽  
Donal Howley ◽  
Paul M. Wright
Keyword(s):  
Physical Education ◽  
General Education ◽  
Scoping Review ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Future Research ◽  
Social And Emotional ◽  
Model Based ◽  
Key Skills ◽  
K 12

The purpose of this scoping review is to critically examine previous research that connects three selected model-based practices (MBPs) to social and emotional learning (SEL) outcomes in K-12 physical education (PE) settings to inform a future research agenda for the field. A methodological framework involving the processes of inductive analysis and constant comparison was followed. Sixty-three studies (teaching personal and social responsibility = 26; cooperative learning = 24; and outdoor and/or adventure education = 13) across 14 countries adopting qualitative (26), quantitative (23), and mixed methods (14) in elementary (17), middle (27), and high school (19) settings presented evidence connecting these three MBPs explicitly, but more often implicitly, with SEL outcomes. While it is possible to say SEL skills and outcomes were observed, it would be more appropriate to suggest that there is evidence of only some key skills and elements of SEL outcomes occurring. Similar to general education, we do not know as much about if and how these three MBPs deliver such outcomes comprehensively. The educational and political rhetoric surrounding SEL is not matched by a body of empirical research that dedicates itself solely to investigating SEL in PE using a contemporary theory, framework, and assessment. Aligning future research involving these three MBPs and other pedagogical approaches with a suitable framework and theory involving teachers and students can advance future research on SEL in PE and is necessary in order to develop a common language and understanding within the field.

scholarly journals A Review of the Provision of Social and Emotional Learning in Australia, the United States, Poland, and Portugal

2017 ◽  
Vol 8 ◽  
Author(s):  
Terence Bowles ◽  
Shane Jimerson ◽  
Aaron Haddock ◽  
Julene Nolan ◽  
Slawomir Jablonski ◽  
...  
Keyword(s):  
Best Practice ◽  
Social And Emotional Learning ◽  
The United States ◽  
International Perspective ◽  
Emotional Learning ◽  
Social And Emotional ◽  
Current State ◽  
International Perspectives ◽  
The Future ◽  
Minimum Requirements

The aim of this research is to gather preliminary information from a range of countries to develop an international perspective on Social and Emotional Learning (SEL). Currently, there is no cohesive international statement on the minimum requirements to provide SEL in schools. By bringing together a range of international perspectives it is intended that clarity will be provided from which new approaches and initiatives can be developed and researched. International researchers familiar with SEL programs in their country were asked to answer five questions about the context and processes used to teach SEL in specific countries to begin an understanding and synthesis of best practice. These questions relate to: (1) sociocultural contexts of school systems, (2) the range of SEL programs presented in each country and what is common about these programs, (3) the effectiveness of prominent SEL programs, (4) the facilitators and barriers that exist to effectively present SEL programs within the country, and (5) recommendations for the future of SEL programs. A synthesis is followed by a discussion of the future of SEL and how the SEL Interest Group may make a contribution to the current state of the literature, curriculum, pedagogy, and research that informs SEL in schools.

scholarly journals “This Is Not Gym”: Enacting Student Voice Pedagogies to Promote Social and Emotional Learning and Meaningful Physical Education

2021 ◽  
Vol 3 ◽  
Author(s):  
Donal Howley ◽  
Ben Dyson ◽  
Seunghyun Baek ◽  
Judy Fowler ◽  
Yanhua Shen
Keyword(s):  
Physical Activity ◽  
High School Students ◽  
Physical Education ◽  
Student Voice ◽  
Social And Emotional Learning ◽  
Research Process ◽  
Emotional Learning ◽  
School Students ◽  
Social And Emotional ◽  
Face To Face Learning

The purpose of this study was to explore learners' experiences enacting youth/student voice pedagogies (SVP) to promote Social and Emotional Learning (SEL) and meaningful physical education (MPE) in an alternative education setting. Drawing on social constructivist learning theory in understanding and implementing a MPE approach, and a systemic framework for SEL, two research questions guided the research process: (1) How did students interpret and enact these pedagogies? (2) What contribution did the enactment of these pedagogies have in promoting SEL and MPE? This study implemented a qualitative case study design framed by a participatory action research (PAR) approach spanning 12 weeks from February to May 2021. Participants in this study included 16 ninth grade alternative high school students (eight girls/eight boys) aged 14–15 who had just returned to face-to-face learning in January 2021 for the first time following COVID-19. A range of traditional and innovative participatory qualitative research methods including focus group interviews, students' personal biographies, timelines, digital and written reflections, photovoice, and class artifacts were utilized. The Miles, Huberman, and Saldana Framework for Qualitative Data Analysis was implemented involving both deductive and inductive combinations of comparative and thematic analysis. The following themes were constructed: Making responsible decisions; unearthing and sharing mixed emotions; picturing physical activity beyond the classroom; recognizing the role of relationships; considering challenge and competence; and, pursuing meaning. Findings demonstrate how enacting SVP can lead to the development of students' SEL and MPE experiences complimenting multiple learning domains. We call for further embedding of SVP capturing students' physical activity and movement experiences inside and outside of PE in teacher education and professional development that helps teachers and their students make sense of, shape, influence, and enact more MPE and physical activity learning experiences.

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