Social-emotional learning in physical education classes at elementary schools

Area of Science:

• Educational Psychology
• Physical Education
• Social-Emotional Learning

Background:

• Social-emotional skills are crucial for holistic student development.
• Physical education (PE) classes offer a unique setting for SEL interventions.
• Previous research has explored SEL in various contexts, but integration into PE requires further investigation.

Purpose of the Study:

• To investigate the impact of a social-emotional learning (SEL) intervention during physical education classes.
• To examine the development of social-emotional skills, including teamwork, self-awareness, and creative thinking, in elementary students.
• To assess the effectiveness of SEL integration in PE for promoting personal and interpersonal growth.

Main Methods:

• A convergent mixed-methods approach was employed, combining quantitative observations and qualitative teacher interviews.
• The study involved 260 students (grades 4-6) from two schools in northern Israel.
• An experimental group (eight classes) received the SEL intervention within PE, while a control group (three classes) had standard PE.

Main Results:

• The experimental group showed significant improvements in teamwork, self-awareness, and creative thinking.
• The SEL intervention positively impacted students who did not previously favor sports or PE.
• Both students and teachers demonstrated enhanced reflective skills, with qualitative data revealing unexpected gains in creative thinking.

Conclusions:

• Integrating SEL into physical education is a viable strategy for fostering social-emotional skills and overall well-being in elementary students.
• PE provides a conducive environment for intentional SEL interventions, promoting holistic development.
• The findings highlight the importance of supportive learning environments in enhancing students' social-emotional growth.