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

Abstract

Social and emotional learning (SEL) competencies such as self‐management and relationship skills are associated with positive outcomes for youth. Therefore, educational policies in many countries emphasise the integration of these competencies throughout the curriculum and specifically in physical education (PE). However, little research has examined the impact of such policy in the context of practice. Drawing upon occupational socialisation theory, this study assessed how secondary teachers interpret and implement this aspect of the Scottish national curriculum. Data sources included teacher interviews (n = 14), pupil focus groups (n = 32) and systematic observations of 23 lessons. Quantitative data were analysed using descriptive statistics while qualitative data were analysed using constant comparison and thematic analysis. The trustworthiness of findings was supported through triangulation, peer debriefing and member check. Findings indicate the curriculum is interpreted at several levels driven largely by teachers’ background experience and organisational influences. Generally, SEL is viewed favourably, but ambiguity and lack of support are challenges to implementation. Common practice involves creating a positive learning environment as well as implicit and reactive teaching approaches. More robust implementation involves the addition of explicit and empowering teaching approaches. Implications for practice, teacher education, policy development and research are discussed.

Students' Perceptions of Learning Life Skills Through the Teaching Personal and Social Responsibility Model: An Exploratory Study

“…However, the PYD framework is not often applied in school-based PE despite its apparent relevance (Wright and Li, 2009 ) and a strong body of literature focused on students' development of personal and social skills within PE (Hemphill et al, 2015 ; Pozo et al, 2016 ; Opstoel et al, 2020 ) as well as their affective development (Teraoka et al, 2020 ). These aspects of PE not only align with PYD outcomes, but also with PE content standards in many nations such as the U.S., New Zealand and Scotland (Richards and Gordon, 2017 ; Wright and Irwin, 2018 ; Wright et al, 2021 ).…”

“…Another possible explanation is the pressure PE teachers are under to address numerous curricular standards and expectations, often with large numbers of students and limited time (Hellison, 2011 ). Additionally, while PE teachers often demonstrate strong values related to developing the affective domain, rarely are they trained, evaluated, or held accountable for promoting life skills within their teaching (Gordon, 2010 ; Richards and Gordon, 2017 ; Wright et al, 2021 ).…”

Youth Basketball Coaches’ Perceptions and Implementation of Fundamental Movement Skills Training: Toward a Realist Evaluation

“…Similar findings were reflected in the study by Räisänen et al (2021) into the use of NMT-based warm-ups by youth basketball coaches, which found 48% of coaches spent 10-minutes of less on the warm-up component in their practices. Therefore, it is important not to understate the impact of socialization (Richards et al, 2013;Richards & Templin, 2012;Wright et al, 2021) and contextual professional cultures (e.g., Hammond et al, 2020;O'Gorman et al, 2021) in prompting coaches to hold sports-specificity in higher regard than broader aspects of player development as they attempt to implement initiatives such as FMS and non-sport skills into their practice.…”

“…Richards & Templin, 2012;Wright et al, 2021) or in other areas of coaching policy interventions (cf.…”

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

“…While academic learning and high stakes assessment commonly dictate and influence approaches to teaching and learning in mainstream and alternative education settings (Berry, 2011 ; Flower et al, 2011 ), SVP promoting social and emotional learning (SEL) can help students “learn and apply a set of social, emotional, behavioral, and character skills required to succeed in schooling, the workplace, relationships, and citizenship” (Jones et al 2017 , p. 12). Increased focus in PE has been given to how SEL theory and practices are explicitly understood and implemented by teachers with students (Wright and Richards, 2021 ; Wright et al, 2021a , b ). Simultaneously, there is increased advocacy for pedagogical approaches “positioning the personal, affective, and intrinsic meanings of learners at the core of curriculum development and pedagogical enactment” (Ní Chróinín et al 2018 , p. 119).…”