Learners Enacting Student Voice Pedagogies to Promote Social and Emotional Learning and Meaningful Physical Education

• In Event: Social and Emotional Learning in Physical Education

Abstract

This qualitative participatory action research study explores learners’ experiences enacting pedagogies prioritizing student voice to promote Social and Emotional Learning (SEL) and Meaningful Physical Education (MPE). Sixteen 9th grade students in an alternative education setting participated in implementing student voice pedagogies (SVP). Data collection involved focus group interviews, and the production and collection of personal biographies, timelines, written/oral reflections, and photovoice tasks. The Miles, Huberman and Saldana Framework for Qualitative Data Analysis (2014) was implemented, with thematic analysis then applied (Patton, 2015). Findings highlight the significance of enacting SVP as a social and affective learning process, demonstrating how their consistent and deliberate implementation can lead to the development of SEL competencies and skills while also creating a more MPE experience.

Authors

• Donal Howley, Towson University

• Ben Dyson, University of North Carolina - Greensboro

• Seunghyun Baek, SUNY - College at Cortland

• Judy A. Fowler, University of North Carolina - Greensboro

• Yanhua Shen, University of Virginia's College at Wise