Students’ Social and Emotional Learning Experiences in Physical Education and Classrooms at a Rural Elementary School

• In Event: Student Learning in Physical Education and Physical Activity

Abstract

This study aimed to investigate students’ SEL experiences in PE and classroom settings at a rural elementary school. Using a case study design, this study was conducted at Moonflower elementary school in a rural area of Southeastern America. 31 students from 3rd to 5th grade participated in this study. Five types of qualitative data were collected: Interview; Focus groups; Class observations; Photovoice; Researcher’s reflexive journals. Three findings were generated from the inductive qualitative data analysis: Building teamwork through cooperative activities; Being aware of emotion and space; and Learning strategies to manage emotions. We claim that PE can work as an effective setting for students’ SEL development at an elementary level with meaningful impacts on students’ SEL behaviors in classrooms.

Authors

• Seunghyun Baek, SUNY - College at Cortland

• Ben Dyson, University of North Carolina - Greensboro

• Donal Howley, Towson University

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

• Yongjin Lee, University of North Carolina - Greensboro