Understanding the teaching and learning of social and emotional competencies in physical education

Educational policies and curricula in many countries are placing more explicit emphasis on social and emotional learning (SEL) competencies in physical education (PE). SEL competencies relate to self-awareness,... [ view full abstract ]

Educational policies and curricula in many countries are placing more explicit emphasis on social and emotional learning (SEL) competencies in physical education (PE). SEL competencies relate to self-awareness, self-management, relationship skills, social awareness, and responsible decision making. Little research, however, has examined how such mandates are implemented in the context of practice. Therefore, the current study assessed how secondary teachers interpret and implement this aspect of the curriculum in their practice as well as the ways their pupils experience and perceive this content. This study was conducted in four secondary schools in a large Scottish city. Eleven PE teachers were interviewed and observed teaching at least two lessons each. Eight pupils from each school (n=32) participated in focus group interviews. Data from systematic observation of teacher and pupil behaviors were analyzed using descriptive statistics. Interview and focus group interview data were analyzed inductively. Data triangulation, peer debriefing, and member check strategies supported the trustworthiness of the findings. Teachers strongly valued the notion of SEL, yet often struggled to articulate clear objectives and explain how they were implemented in practice. Observations and interviews indicated they emphasized enjoyment, respect, participation, and social interaction. However, empowerment-based strategies like pupil leadership or decision making were rarely evidenced. Pupils understood the potential of SEL in PE, but perceived such objectives were addressed indirectly or inconsistently. Findings suggest that teachers would benefit from developing concrete learning objectives and strategies for implementing them, including more challenging roles and empowering experiences for pupils. Research should examine the effects of such learning opportunities on teachers’ practice and subsequent impact on their pupils’ learning. These findings have direct relevance to the Scottish national curriculum and provide insights for PE teachers, teacher trainers, curriculum developers, and researchers around the globe.