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

Abstract

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.

Opening up Neat New Things: Exploring Understandings and Experiences of Social and Emotional Learning and Meaningful Physical Education Utilizing Democratic and Reflective Pedagogies

“…There is a lack of qualitative research combining teacher and student experiences and understandings of SEL and MPE, aligning with contemporary theoretical and conceptual frameworks at high school level [ 4 , 18 ]. Results from this study demonstrate how the utilization of democratic and reflective pedagogies explicitly and intentionally promoting SEL and MPE helped both teachers and students to better identify and articulate these experiences and understandings within and outside of class.…”

“…A qualitative case study design was implemented spanning ten months from February to December 2021 [ 36 ]. It was conducted as part of a larger study exploring teachers’ and students’ understandings and experiences of SEL and MPE and follows up on an initial participatory-action-research study that took place at the same site involving students from February to May 2021 [ 18 ]. The convenience sampling procedure was used for ease of accessibility to participants [ 37 ].…”

“…The TR’s class selected basketball and pickleball and the PE teacher’s class selected floor hockey with an additional games and sports creation element. Data collected and analyzed from students in the PE teacher’s class utilizing the pedagogies during the course were excluded from this study [ 18 ]. The current study sought to further establish trustworthiness and dependability through triangulating additional and longitudinal data from multiple participants and classes during and after the course.…”

“…Similar to a recent study conducted by the authors [ 18 ], this study draws on social constructivist learning theory [ 20 ], a theoretical framework that seeks to facilitate moving away from instructional learning focusing on isolated skills and drills in PE towards more meaningful and holistic learning connected to, and embodied within, learners’ contextual lives [ 17 , 21 ]. Teaching and learning in such a way requires “opportunities for students to reflect and deliberate and to share and discuss performance related ideas through a sense of shared meaning and a commitment to balancing individual and group needs” [ 22 ] (p. 203).…”

“…Aligning with the viewpoint that SEL processes should be further integrated into teaching and learning experiences, there is growing evidence of the benefits of supporting teachers and students “in coming to value PE through experiencing meaningfulness (i.e., interpreting an experience as having personal significance) and recognizing ways participation enhances the quality of their lives” [ 16 ] (p. 4). A Meaningful Physical Education (MPE) approach has the potential to further target health-related social and emotional outcomes, as well accomplishing established core cognitive and psychomotor outcomes related to PE, promoting lifelong participation in physical activity [ 17 , 18 , 19 ]. The purpose of this study was to explore both teachers’ and students’ understandings and experiences of SEL and MPE when utilizing democratic and reflective pedagogies.…”