Implementation and perceived benefits of an after-school soccer program designed to promote social and emotional learning

Abstract

Social and emotional learning (SEL) competencies such as self-awareness and relationship skills are predictors of academic success, overall well-being, and avoidance of problematic behaviors. Among school-aged children, research has demonstrated that well-implemented programs teach SEL competencies and life skills (e.g., leadership, responsible decision making) that can transfer to other settings. Similar claims have been made in the field of sport-based youth development (SBYD), however, the SEL framework has not been widely applied in sport programming. Implementation, student learning, and transfer of learning in SBYD programs designed to promote SEL require further exploration. Therefore, the current study examined the implementation and perceived benefits of an after-school soccer program designed to promote SEL. Participants were six coaches and 51 students from three different sites where this program is offered. A multiple case study design was used, integrating data from customized feedback surveys, interviews, systematic observation, and field notes. Results indicated the program reflects many SBYD best practices. Although implementation varied between sites, program culture and core values were consistent. Evidence indicated students learned and applied SEL lessons in the soccer program and that transfer beyond the program was promoted. Participants were most likely to report transfer to the school setting, therefore, future studies should examine this topic more directly. Other implications for research and program implementation are discussed.

Understanding the interpretation and implementation of social and emotional learning in physical education

“…Many of these initiatives have used the TARE instruments (Wright & Craig, 2011; Escarti et al ., 2015) to introduce specific teaching strategies and to provide feedback for improvement. As suggested in previous studies (Gordon et al ., 2016; Melo et al ., 2020; Wright et al ., 2020), our findings strongly support the alignment between the TARE and a broad conceptualisation of SEL. Therefore, the TARE may be an effective tool to support and assess SEL implementation as called for by new or existing policy.…”

Composite vignettes of former Brazilian high-performance volleyball athletes’ perspective on life skills learning and transfer

“…The developmental outcomes reported by the Brazilian HP volleyball athletes' interviewed adds to the constant debate in the research agenda regarding the effectiveness of the implicit and explicit approaches (e.g., Bean et al, 2018;Turnnidge et al, 2014). As both approaches appear to be effective in developing life skills through sport (e.g., Chinkov & Holt, 2016;Wright et al, 2020), future research is needed to compare the results in different cultural contexts, athletes' ages, sports, and levels of practice.…”

Student and Teacher Perceptions of Teaching Personal and Social Responsibility Implementation, Academic Performance and Gender Differences in Secondary Education

“…and more colleagues [teachers] who participate'. Although the figure of the teacher is considered in different investigations as essential in this duty [41,53], other studies recognize the importance of teamwork in which various agents are involved, such as the family [54].…”