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Students’ Perspectives of Social and Emotional Learning in a High School Physical Education Program

Ben Dyson, Seunghyun Baek, Donal Howley, Yongjin Lee, and Judy Fowler

Purpose: This study aimed to explore students’ perspectives and experiences of social and emotional learning (SEL) during physical education high school classes. Method: Using a case study design, focus group and individual interviews were implemented with 42 students. Based on the Collaborative for Academic, Social, and Emotional Learning’s SEL framework, deductive and inductive qualitative data analysis was conducted. The trustworthiness of this study was enhanced through peer debriefing process with various strategies. Result: Four themes were generated from the data analysis: Think about it more in depth, You can say how you feel, Care and support, and Different levels of buy-in. Discussion/Conclusion: Students’ SEL experiences in this study were overall aligned with the Collaborative for Academic, Social, and Emotional Learning’s SEL competencies and framework. This study suggests that more research is needed to better understand students’ SEL experiences holistically.

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Preservice Teachers’ Implementation of Cooperative Learning in Chinese Physical Education

Wen Xiong, Rod Philpot, Penelope W. St J. Watson, and Ben Dyson

Purpose: To explore preservice teachers’ (PSTs) implementation of cooperative learning (CL) during their school-based student-teaching after undertaking a CL course in a Chinese physical education teacher education program. Method: An interpretive qualitative case study design gathered data from eight PSTs using classroom observations, semistructured interviews, reflective journals, instructional materials, and field notes. Interactive cycling coding was used to analyze the data. Findings: The two themes, putting five key elements into practice and learning to facilitate with CL, convey how the PSTs implemented the procedures of CL and adapted CL to the contexts they were teaching in. Discussion and Conclusions: The eight PSTs appropriately implemented CL and contextualized CL practice in their classrooms. They shifted their teaching approaches away from direct instruction and toward more independent, pupil group-based tasks. This growth is particularly important in the Chinese physical education context, where policies advocate for CL yet student-centered teaching which is rarely seen in practice.