Thinking and feeling within/through physical education: What place for social and emotional learning?

2020 ◽  
pp. 137-148
Author(s):  
Oliver Hooper ◽  
Rachel Sandford ◽  
Hannah Jarvis
Keyword(s):  
Physical Education ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Social And Emotional

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.

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.

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 “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.

scholarly journals Effects of an 8-Week Cooperative Learning Intervention on Physical Education Students’ Task and Self-Approach Goals, and Emotional Intelligence

2020 ◽  
Vol 18 (1) ◽  
pp. 61
Author(s):  
Sergio Rivera-Pérez ◽  
Javier Fernandez-Rio ◽  
Damián Iglesias Gallego
Keyword(s):  
Emotional Intelligence ◽  
Physical Education ◽  
Cooperative Learning ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Assessment Tools ◽  
Education Students ◽  
Social And Emotional ◽  
Learning Intervention ◽  
Approach Goals

Previous research highlighted the effectiveness of cooperative learning in the four learning domains: physical, cognitive, social and affective. However, recent reviews have called for more empirical research on social and emotional learning based on contemporary theories, frameworks and assessment tools. Little is known about the links between cooperative learning and two strong contemporary frameworks: the achievement goal theory and the four-branch model of emotional intelligence. The goal of this study was to assess the connections between cooperative learning, task and self-approach goals, and emotional intelligence in physical education classes. Forty primary education students (21 girls, 19 boys), 10–12 years (Mage = 10.87; SD = 0.85), enrolled in two different classes in only one school, participated. None of them had experienced cooperative learning as a pedagogical model before. The study followed a one group, pre-test-post-test, pre-experimental design. Both classes experienced the same cooperative learning intervention programme conducted in physical education, which included two consecutive learning units for a total of 16 sessions (2 per week/50 min each). The same physical education teacher, an expert in cooperative learning, conducted all sessions. Results showed that the cooperative learning framework helped increase students’ self-approach goals and their emotional control and regulation, and empathy. In conclusion, the present study reinforced the use of cooperative learning in physical education, because it can guide students to more adaptive motivational patterns and to develop their emotional intelligence. Furthermore, it contributes to the students’ social and emotional learning building quality relationships, learning to manage stressors, and evolve individually and in groups.

“Wow! They’re Teaching Each Other”: Primary Teachers’ Perspectives of Implementing Cooperative Learning to Accomplish Social and Emotional Learning in Aotearoa New Zealand Physical Education

2021 ◽  
pp. 1-10
Author(s):  
Ben Dyson ◽  
Donal Howley ◽  
Yanhua Shen
Keyword(s):  
New Zealand ◽  
Physical Education ◽  
Cooperative Learning ◽  
Primary Schools ◽  
Social And Emotional Learning ◽  
Primary Teachers ◽  
Emotional Learning ◽  
Social And Emotional ◽  
Aotearoa New Zealand ◽  
Teachers Perspectives

Purpose: The purpose of this study was to explore primary teachers’ perspectives of implementing cooperative learning (CL) to accomplish social and emotional learning (SEL) in Aotearoa New Zealand physical education. Method: A qualitative case study design gathered data from 21 teachers at four primary schools using interviews, focus groups, and field notes. Inductive and deductive analysis were used for data analysis. Findings: Four primary themes are presented: emotional processes, social and interpersonal skills, students working it out, and taking time. Findings show that using CL as a pedagogical approach allowed teachers to teach for and accomplish SEL outcomes while accomplishing broader learning outcomes in physical education. However, there appeared to be shortcomings and constraints in the implementation of CL to accomplish SEL outcomes comprehensively. Conclusion: Future research should look to examine and connect professional learning involving pedagogical approaches like CL in physical education to SEL theory and school settings to enhance learning.

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