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Transformative Social and Emotional Learning in Physical Education

Michael A. Hemphill and Paul M. Wright

The Janus Conference 2.0 was organized to help us envision a favorable future for physical education (PE). We assert that such a future must address the whole child, including their social and emotional development. The purpose of this article is to examine the role of social and emotional learning

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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

increased awareness toward students’ perspectives, there still exists a limited amount of empirical evidence on how students perceive their learning experiences in secondary PE settings. This is especially the case when it comes to students’ perspectives in PE on social and emotional learning (SEL). While

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Before-School Physical Activity Program on Middle School Students’ Social and Emotional Learning and Energy Levels

Tan Leng Goh and Chee Hoi Leong

others), responsible decision making (i.e., make responsible and caring decisions), self-management (i.e., manage emotions), and relationship skills (i.e., establish and maintain supportive relationships; Collaborative for Academic, Social, and Emotional Learning, 2020 ). Previous studies have found

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Sport and Physical Activity for Positive Youth Development Related to Social and Emotional Learning: Reflections From the Know-Do Gap

Paul M. Wright

collaborators in the know-do gap. I draw on this experience to describe and reflect on what we know and still need to in terms of sport and physical activity for positive youth development (PYD) related to social and emotional learning (SEL). It is interesting that biomedical and public health research, which

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Stepping Back, Stepping Up, and Stepping Forward: Exploring One Teacher’s Evolving Approach to Teaching Social and Emotional Learning in High School Physical Education

Donal Howley, Ben Dyson, and Seunghyun Baek

Research and practice advocating the successful integration of Social and Emotional Learning (SEL) continue to dominate contemporary discourse around K–12 schooling in the United States ( Jagers et al., 2019 ; Mahoney et al., 2021 ). Broadly speaking, SEL can be defined as the process through

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“Wow! They’re Teaching Each Other”: Primary Teachers’ Perspectives of Implementing Cooperative Learning to Accomplish Social and Emotional Learning in Aotearoa New Zealand Physical Education

Ben Dyson, Donal Howley, and Yanhua Shen

Research and practice advocating for the successful integration of social and emotional learning (SEL) within curriculum is increasingly dominating discourse around schooling ( Jagers et al., 2019 ; Jones, McGarrah, & Kahn, 2019 ). Broadly speaking, SEL is defined as “the process through which

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Social and Emotional Learning Through a Teaching Personal and Social Responsibility Based After-School Program for Disengaged Middle-School Boys

Barrie Gordon, Jenn M. Jacobs, and Paul M. Wright

This study examined a long-term afterschool leadership program situated in a Midwestern university town in the US. The activity-based program for boys considered to be disengaged with school and at risk for dropping out of education, was based on the Teaching Personal and Social Responsibility (TPSR) model. The program curriculum was strongly aligned with the social and emotional learning (SEL) theoretical framework. The study sought to identify the learning(s) that occurred and the impact of participation for participants. The key findings were that 1) the pedagogical approach and strategies of TPSR when implemented with a high level of fidelity align strongly with the SEL framework; 2) the structure and design of this TPSR based program was an important ingredient in the school’s overall approach to supporting SEL among students, and 3) a number of SEL outcomes were identified as a result of participation in this program.

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Developing a Pedagogy of Restorative Physical Education

Michael A. Hemphill, Yongsun Lee, Sarah Ragab, Jeremy Rinker, and Omari L. Dyson

Social and emotional learning (SEL) is an area of research and practice receiving attention from physical education researchers and policymakers ( Wright, Gordon, & Gray, 2020 ). Several instructional models provide physical educators with best practice frameworks for teaching SEL ( Dyson, Howley

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Don Hellison’s Life and Legacy: Introduction to the Special Issue

Paul M. Wright and David Walsh

around the globe. Perhaps, as Wright ( 2009 ) observed, as the margins of what is valued in this field continue to shift, we can better appreciate Don’s innovation and contribution. Consider, for example, how the current surge of interest in social and emotional learning in physical education invokes so

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Conflict and Harm in the Context of Restorative School Physical Education

Michael A. Hemphill, Emily M. Janke, Santos Flores, and Barrie Gordon

to shape their own lives, and learn how to engage with and contribute to the world around them ( Roehlkepartain et al., 2017 ). The importance of positive relationships is also emphasized within the growing movement to promote social and emotional learning (SEL) in schools ( Wright, Gray, & Richards