Implementing Social-Emotional Learning to Promote Transfer of Learning in High School Physical Education

• In Event: Physical Education Teacher Education and Physical Education Teachers: Marginality in the Workplace

Abstract

The purpose of this study was to examine how social-emotional learning (SEL) and transfer of learning were facilitated through implementing a sport-based youth development program integrating with observational learning strategies in high school physical education. Participants include 9th-grade students (n=36) and university staff (i.e., faculty and under/graduate students; n=9). Data sources include focus group interviews, field notes, student journals, and lesson reflections collected over three academic semesters. Data were analyzed using elements of deductive and inductive coding. Findings suggest that observational learning strategies (attention, retention, reproduction, and motivation) particularly facilitated students’ awareness of SEL skills and their transfer within and beyond physical education. It helped students transfer the SEL skills to their lives, such as becoming more open to others and responsible for their behaviors.

Authors

• Yongsun Lee, University of North Carolina - Greensboro

• Michael A. Hemphill, University of North Carolina Greensboro