Transformative Social and Emotional Learning in Physical Education

Abstract

In this article, the authors examine the idea of social and emotional learning (SEL) and discuss ways it can contribute to a favorable future for physical education. While physical education has a long history and best practices aligned with this initiative, there is certainly room to improve. Not only can practitioners be more intentional and explicit in the ways SEL is promoted, a favorable future for physical education would involve a transformative approach that helps students develop SEL skills while also addressing institutional and systemic barriers that limit opportunities for social and emotional development. As the authors explain, transformative SEL in physical education would be characterized by student empowerment, culturally responsive teaching, and students applying these lessons in other settings for the betterment of themselves and society. The article concludes with a discussion of what it would take to move in this direction with regard to theory, policy, research, and practice.

<p>Building shared knowledge in the basic training of students. University Service Learning in Physical Recreational Activity involving people with functional diversity _{[Construir conocimiento compartido en la formación inicial del alumnado. Aprendizaje Servicio Universitario en Actividad Físico-Recreativa con personas de diversidad funcional]}</p>

“…Investigaciones recientes sobre ApSU muestran las consecuencias positivas en la adquisición de conocimientos competenciales, un alto índice de motivación en el alumnado, un mayor compromiso con el proceso formativo y educativo, mejora profesional y social, generación de actitudes proactivas, compromiso y responsabilidad social y aprendizaje y aplicabilidad de la actividad físico-recreativa en entornos de exclusión como motor de inclusión (Hemphill & Wright, 2024;Pérez et al, 2019;Salvador et al, 2023;Santos et al, 2018).…”