Strategies for Implementing Social-Emotional Learning in Adapted Physical Education

2021 ◽  
pp. 004005992110462
Author(s):  
Caitlin Olive ◽  
Karen Lux Gaudreault ◽  
Adriana Lucero
Keyword(s):  
Academic Success ◽  
Physical Education ◽  
General Education ◽  
Emotional Health ◽  
Physical Educators ◽  
Self Awareness ◽  
Social Emotional ◽  
Students With Special Needs ◽  
Relationship Skills ◽  
Adapted Physical Educators

Benefits of developing SEL skills can include improved academic success, emotional health, increased patience for problem solving, and enhanced emotional control and regulation (Ciotto & Gagnon, 2018). Physical education (PE) can be used as an avenue to teach SEL skills by connecting the affective domain (Ciotto & Gagnon, 2018) with the five SEL competencies of: (a) self-awareness, (b) social-awareness, (c) self-management, (d) relationship skills, and (e) responsible decision-making. We offer that SEL is important for all students and can support students with special needs, including those not in general education classrooms, when implemented with appropriate modifications. The purpose of this article is to provide adapted physical educators with two strategies for developing and implementing SEL within APE programs: Restorative Justice Circles (Anfara et al., 2013; Suvall, 2009) and TPSR (Hellison, 2003).

PREPARING FUTURE PHYSICAL EDUCATORS FOR INCLUSION: CHANGING THE PHYSICAL EDUCATION TEACHER TRAINING PROGRAM

2016 ◽  
Vol 17 (1) ◽  
Author(s):  
Martin E. BLOCK ◽  
Eun Hye KWON ◽  
Sean HEALY
Keyword(s):  
Physical Education ◽  
Online Education ◽  
General Education ◽  
Students With Disabilities ◽  
Adapted Physical Education ◽  
Physical Educators ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
General Physical

Students with disabilities around the world are leaving special schools and special classes and are receiving their education in general education schools. In addition to attending general education classes, these students with disabilities are attending general physical education classes. Unfortunately, research has clearly demonstrated that physical educators do not feel prepared to include students with disabilities into their general physical education classes. Such findings are not surprising given that the typical physical education teacher education program in the United States only requires one course in adapted physical education, and in many countries around the world not even one adapted physical education course is required. However, many physical education teacher education programs do not have the space to add more adapted physical education classes, and other universities do not have professors with specialized knowledge to teach adapted physical education. What can be done to better prepare future and current physical educators? Online education is a relatively new method for delivering information about disability in general and more specifically how to include students with disabilities into general physical activities. The purpose of this paper is to introduce online education and present preliminary research that supports the use of online training with physical educators.

Perceptions and Practices of Adapted Physical Educators on the Teaching of Social Skills

2009 ◽  
Vol 26 (2) ◽  
pp. 172-186 ◽  
Author(s):  
Amaury Samalot-Rivera ◽  
David L. Porretta
Keyword(s):  
Social Skills ◽  
General Education ◽  
Students With Disabilities ◽  
Community Integration ◽  
Teaching Experience ◽  
Physical Education Teachers ◽  
Physical Educators ◽  
Years Of Teaching Experience ◽  
Adapted Physical Educators ◽  
Test Retest Reliability

The purpose of this study was to determine adapted physical educators’ perceptions and practices about teaching social skills to students with disabilities. A questionnaire based on Bandura’s social learning theory concept of modeling was developed and mailed to an entire frame of 426 adapted physical education teachers in the state of Ohio. Face and content validity as well as test/retest reliability (0.89) were established. Of those that were surveyed, 53% (225 teachers; 148 females and 77 males) responded. Results indicate that 93% (209) believe it is important to explicitly teach social skills in PE; however, 60% (135) expressed not feeling properly prepared to teach them. Teachers with more than 20 years of teaching experience were more likely to actually teach social skills. When compared with other teachers with less years teaching, however, they identified a greater need for training in the teaching of social skills. Results are discussed relative to teacher preparation and practices as well as social skills taught for general education and community integration.

scholarly journals Application of Behavioural Emotional Rating scale (BERS 2nd ed.) to Study Social and Emotional Behaviour of Students at Middle Level in District Mirpur Azad Jammu Kashmir

2019 ◽  
Vol 7 (11) ◽  
pp. 599-607
Author(s):  
Dr. Razia Rizve ◽  
Dr. Saira Farooq Shah ◽  
Nimra Khalid ◽  
Maryam Iqbal
Keyword(s):  
Decision Making ◽  
Teacher Training ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Middle Level ◽  
Social Awareness ◽  
Self Management ◽  
Self Awareness ◽  
Social Emotional ◽  
Relationship Skills

Social Emotional Learning (SEL) is an ‘Umbrella term’ which covers all the aspects of development of an individual and can increase positive attitude towards self and others, hence reduces negative thinking. Social Emotional Learning is necessary to provide awareness to develop five core competencies i. Self-Awareness, ii. Self-Management, iii. Relationship skills, iv. Social-Awareness, v. Responsible decision making in students, as it is prerequisite for learning process. It creates a stable person who knows, how to behave in certain circumstances. The objectives of the study were to analyze the self-management in students at Middle level, identify the factors associated with responsible decision making, to develop better relationship skills that associates confidence in children, to explore the social awareness rate, to examine the abilities of children self-awareness. This study was quantitative in nature as it was implementation of BERS Scale (2nd Ed.) which is accurate & valid scale to measure attitude & is based on 4-point Likert Scale. Data was collected through BERS Questionnaires which are authentic and comprises of 55 questions. Data was analyzed trough applying of statistical techniques. Results showed majority of the students said that they are stable which indicate that Education system in Mirpur (A.J.K) has been improved in the past few years due to teacher training programs and facilities provided to the students. The study recommended that Social Emotional learning is essential for students. It also suggested that students can be saved from getting into depression, anxiety, regression, aggression and other mental disorders trough proper parental care, eradication of poverty, teacher training, gifted & talented education (GATE) of teachers and turning of schools into homelike environment.

Strategies to Increase Self-, Student, and Discipline Advocacy in Adapted Physical Education

2021 ◽  
pp. 004005992110188
Author(s):  
Alyssa M. Trad ◽  
K. Andrew R. Richards ◽  
Wesley J. Wilson
Keyword(s):  
Physical Education ◽  
Service Providers ◽  
Individualized Education Program ◽  
Adapted Physical Education ◽  
Physical Education Teachers ◽  
Physical Educators ◽  
Functional Understanding ◽  
Adapted Physical Educators ◽  
General Physical ◽  
General Physical Education

While sharing some characteristics with their general physical education colleagues, adapted physical educators also face unique challenges related to their role. For example, both general and adapted physical education teachers encounter stress stemming from the marginalized nature of their discipline but may navigate such experiences differently. Adapted physical education teachers often serve in itinerant roles travelling among multiple schools and may provide services for upwards of 100 students. They must also have a functional understanding of a wide variety of disabilities, individualize instruction for each student, collaborate with service providers across several schools, and be an active team member in the individualized education program process. As a result, they may need to advocate for themselves, their students, and the role of the discipline in different and unique ways. Drawing from research on general and adapted physical education teacher socialization, and available research-informed practices, the purpose of this paper is to describe the unique stressors associated with teaching adapted physical education and strategies they may implement as part of local advocacy.

scholarly journals Social-Emotional Learning and At-Risk Children and Youth

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Yvonne Larrier ◽  
◽  
Tinisha Lewis
Keyword(s):  
At Risk ◽  
Protective Factor ◽  
School Attendance ◽  
Risky Behaviors ◽  
Children And Youth ◽  
Self Awareness ◽  
Social Emotional ◽  
Relationship Skills ◽  
At Risk Children ◽  
And Performance

More and more, behaviors of children, youth, and communities are being classified as at-risk in societies locally and globally. Behaviors associated with the at-risk classification are aggression at home, school and in the community, underperformance and underachievement at school, and truancy. Acquiring social emotional competencies (SECs) is an effective way of diminishing and eventually eliminating these behaviors. Acquiring these SECs from as early as kindergarten acts as a protective factor against maladaptive and risky behaviors later on in life. Social emotional education, or learning, is the acquisition of five core skills: self-awareness, self-management, social awareness, responsible decision-making, and relationship skills. As children and youth acquire these skills, they are better able to relate to self, others, and situations. These highly developed SECs can be seen in children’s enhanced academic achievement and performance, decreased incidents of violence, improved school attendance, and empathy.

scholarly journals Evaluating Performance Quality of Physical Education and Scouting Departments in Baghdad’s Education General Directorates from Physical educators Point of View

2021 ◽  
Vol 33 (2) ◽  
pp. 53-61
Author(s):  
Reja Abdul Hussein Aziz ◽  
Asaad Abdulla Alsalami
Keyword(s):  
Physical Education ◽  
General Education ◽  
Point Of View ◽  
Physical Educators ◽  
Quality Performance ◽  
Performance Quality ◽  
To Come ◽  
Descriptive Method ◽  
Performance Scale

The research aimed at constructing a quality performance scale for physical education and scouting activities departments in Baghdad general education directories of education from physical educators’ point of view as well as identifying the level of performance quality of physical education and scouting activities departments in Baghdad general education directories. The problem of the research lies in answering the following questions: what is the current level of physical education and scouting department performance quality in Baghdad general directorates of education from physical educators’ point of view? What is the main reason that helped positive or negative performance? Is quality performance evaluation effective for identifying this performance and its level? The researchers used the descriptive method on (472) secondary school physical educators and the subjects were (317) that were divided into the pilot study, construction, and application subjects. The researchers proposed (22) items for measurement and the data was collected and treated using proper statistical operations to come up with the conclusions and recommendations.

Adapted Physical Education in the Special Education Process

2020 ◽  
pp. 61-85 ◽  
Author(s):  
Scott Mcnamara ◽  
Cheng-Chen Pan
Keyword(s):  
Physical Education ◽  
Students With Disabilities ◽  
Individualized Education Program ◽  
Adapted Physical Education ◽  
Physical Educators ◽  
Special Education Process ◽  
Adapted Physical Educators ◽  
The Individual ◽  
General Physical ◽  
General Physical Education

Adapted physical education (APE) services have the same overall objectives as general physical education; however, adapted physical educators should implement accommodations and modifications to personalize the programs to meet the individual needs of students with disabilities. Because of the high levels of health disparity for people with disabilities, as well as cognitive and socio-emotional benefits associated with physical activity and exercise, it is crucial that students with disabilities receive high-quality APE programming. To give the readers a broad overview of APE and how it should be implemented, this chapter covers the following topics: physical education and physical literacy, the benefits of physical education and exercise for students with disabilities, federal laws in relation to physical education for students with disabilities, the role of adapted physical educators in interdisciplinary team approaches within the individualized education program process, and highlighting specialized teaching strategies and specialized equipment for students with disabilities.

scholarly journals SOCIAL EMOTIONAL LEARNING PROGRAM FOR BUILD RESPONSIBLE CHARACTER OF STUDENTS IN ELEMENTARY SCHOOL

2021 ◽  
Vol 5 (1) ◽  
pp. 67
Author(s):  
Lu’lu’a Farah Adiba Farah Adiba ◽  
Asep Ediana Latip
Keyword(s):  
Elementary School ◽  
Social Emotional Learning ◽  
Sampling Technique ◽  
Emotional Learning ◽  
Self Awareness ◽  
Learning Program ◽  
Social Emotional ◽  
Relationship Skills ◽  
Library Research ◽  
Analysis Technique

The aim of this research was describe Social Emotional Learning (SEL) Program for build responsible character of students in elementary school. The approach for this study was qualitative. The main method of this study was library research that supported with filed research. Library research that referred in this study was an activity to collected data, read, took notes, and processed the data that related with Social Emotional Program in Schools. It was obtained from books, journals, and articles. There are 5 main journals supported by 10 other. The researcher was collected the data from documents, research notes, and interviews. The interviewees are people who have direct contact with Social Emotional Program such as Head of Social Emotional Program Department, teachers, students and parents of Kharisma Bangsa Elementary School. This study used purposive sampling technique. The instruments of this research were document check list, notes, and interview guidelines. Data analysis was achieved through a content analysis technique. The result showed that Social Emotional Learning Program can build responsible character of students in elementary school. It can be obtained by growing social awareness, self-management, self-awareness, responsible decision making, and relationship skills after implementing Social Emotional Learning Program. The Social Emotional Learning Program was effective to build the responsibility by using some approaches there were Explicit SEL Instruction, Teacher Instructional, and Integrated with curriculum areas that supported by several strategies between PATH, RC, 4R’s, and RULER.

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