Research shows explicit social-emotional learning may play an important role in physical education classes

Teachers may be more motivated to help students deal with their emotions and build resilience when this work is part of the lesson, rather than as an additional intervention, new research finds did.

Using social-emotional learning to help children develop communication skills, cope with stress, and accept failure is more important in everyday education than when it is not organically connected to school life and curriculum. researchers say it is most effective as part of a

The study, by Eleni Dimitrelou, George Cowsley and Alison Pearson from the School of Education at the University of Exeter, was published in the journal Pastoral care in education.

Dr. Dimitrelou said: “To ensure that young adolescents enjoy positive attitudes towards self and others, positive behavior, well-being, and positive short-term and long-term outcomes related to academics, secondary education There is a need to explicitly introduce social-emotionally oriented education in success. “

Dr Koutsoulis said: “Teachers felt that a curriculum based on social and emotional learning had a place not only in primary education, where some felt it was more appropriate, but also in secondary education. It is a skill that students learn along the developmental continuum that they need.” Master some basic skills first before developing more complex skills.

“Teenagers are more likely to experience emotional problems, and even if they are taught effective strategies for managing their emotions in primary school, they may not have access to this form of support in secondary school. I’m sure you can.”

The academics worked in partnership with mainstream secondary schools in the South West of England for two months during the 2022 summer term. Two teacher trainees and one qualified physical education teacher designed, evaluated, and planned a series of four lessons focused on integrating socio-emotional orientation. Teaching physical education using the Japanese lesson study approach.

As part of the study, physical education teachers worked with their students on a variety of activities. In one case, a physical education teacher taught team building to students, asking them to work together in pairs to climb a wall while one person was blindfolded. At the beginning of the activity, students had to discuss and agree on a strategy to achieve this goal. Ultimately, they had to reflect on their abilities and discuss what worked, what didn't, and what they could have done differently.

Two different opinions emerged among the participating teachers. On the one hand, others believed that the core structure and content of the subject matter should remain the same. Experienced teachers who participated in this discussion questioned the introduction of social-emotionally oriented instruction into physical education classes, raising concerns that it could hinder children's learning of physical developmental skills. expressed.

However, student teachers seemed to be more willing to recognize the benefits that explicitly teaching social and emotional skills could bring to students. There was a belief that students with particular emotional and social difficulties might benefit more from such an approach. This may reflect that younger generations are discussing emotions and mental health more openly.