Development of an affective learning observable framework in physical education: a feasibility study

Background Despite ambitions for physical education (PE) to facilitate student growth across the four learning domains of physical, cognitive, social, and affective learning, much of what educators do is focused on the... [ view full abstract ]

Background

Despite ambitions for physical education (PE) to facilitate student growth across the four learning domains of physical, cognitive, social, and affective learning, much of what educators do is focused on the physical and cognitive domains (Casey & Goodyear, 2015). The affective domain was described by Hellison (1987; 41) as “a conceptual nightmare” and has since received little attention in PE research (Glennon, et al., 2015). Arguably, PE teachers have lacked the pedagogical tools specific to the affective domain that address issues such as motivation (Kirk, 2018).

Purpose

The starting point for an effective pedagogy is the student and an ongoing assessment of students’ learning needs (Armour, 2014), Building on the work of Dudley (2015), the aim of the study was to develop an observable learning framework of affective learning, to support teachers in diagnosing, responding, and evaluating students affective needs and growth.

Methods

Phase 1 involved a meta-synthesis on affective learning in PE in order to identify and map affective outcomes onto a Structure of Observed Learning Outcomes (SOLO) taxonomy (Dudley, 2015). Phase 2 evaluated the SOLO taxonomy in practice through an action research design. Data were gathered by one teacher from one class of students (age 6-7 years) in Singapore through field notes and semi-structured interviews. Data were analysed inductively.

Results

Social and affective outcomes are often reported as one entity. Similar to Krathwohl et al. (1964), specific affective outcomes are represented through values, attitudes and behaviours. For the outcomes to be observable in practice, an assessment of the social environment is required.

Conclusion 

Teachers need to be able to assess specific affective outcomes. This study presents an initial affective SOLO taxonomy that can be used to support the development of pedagogic tools specific to the affective domain, navigating the differences between affective and social learning.