The purpose of this scoping review is to critically examine previous research that connects three selected model-based practices (MBPs) to social and emotional learning (SEL) outcomes in K-12 physical education (PE) settings to inform a future research agenda for the field. A methodological framework involving the processes of inductive analysis and constant comparison was followed. Sixty-three studies (teaching personal and social responsibility = 26; cooperative learning = 24; and outdoor and/or adventure education = 13) across 14 countries adopting qualitative (26), quantitative (23), and mixed methods (14) in elementary (17), middle (27), and high school (19) settings presented evidence connecting these three MBPs explicitly, but more often implicitly, with SEL outcomes. While it is possible to say SEL skills and outcomes were observed, it would be more appropriate to suggest that there is evidence of only some key skills and elements of SEL outcomes occurring. Similar to general education, we do not know as much about if and how these three MBPs deliver such outcomes comprehensively. The educational and political rhetoric surrounding SEL is not matched by a body of empirical research that dedicates itself solely to investigating SEL in PE using a contemporary theory, framework, and assessment. Aligning future research involving these three MBPs and other pedagogical approaches with a suitable framework and theory involving teachers and students can advance future research on SEL in PE and is necessary in order to develop a common language and understanding within the field.

The COVID-19 pandemic has led to widespread adaptations and unprecedented realities in the way teaching and learning in physical education (PE) is currently being implemented and experienced global...

This research note suggests the emergence of Artificial Intelligence-powered chatbots like ChatGPT pose challenges to the future of higher education. We as a field should pay attention to issues and opportunities associated with this technology across learning, teaching, and research spaces. We propose ignoring, or being indifferent to, predictions about what technologies like Artificial Intelligence-powered chatbots can do can cause us to do “dumb things.” All health and physical education teacher education faculty members should make efforts to learn about these tools to facilitate informed, solution-focused decisions about whether and where to leverage them. We highlight the importance of maintaining sociocritical perspectives when considering use of digital technologies to understand and address digital (in)equity and promote equitable practices. We conclude by emphasizing the need for field-specific consensus statements to guide ethical and appropriate use of Artificial Intelligence-powered chatbots, to ensure the value of these tools is harnessed for the good of the society. [Output by ChatGPT-3]

The purpose of this study was to explore learners' experiences enacting youth/student voice pedagogies (SVP) to promote Social and Emotional Learning (SEL) and meaningful physical education (MPE) in an alternative education setting. Drawing on social constructivist learning theory in understanding and implementing a MPE approach, and a systemic framework for SEL, two research questions guided the research process: (1) How did students interpret and enact these pedagogies? (2) What contribution did the enactment of these pedagogies have in promoting SEL and MPE? This study implemented a qualitative case study design framed by a participatory action research (PAR) approach spanning 12 weeks from February to May 2021. Participants in this study included 16 ninth grade alternative high school students (eight girls/eight boys) aged 14–15 who had just returned to face-to-face learning in January 2021 for the first time following COVID-19. A range of traditional and innovative participatory qualitative research methods including focus group interviews, students' personal biographies, timelines, digital and written reflections, photovoice, and class artifacts were utilized. TheMiles, Huberman, and Saldana Framework for Qualitative Data Analysiswas implemented involving both deductive and inductive combinations of comparative and thematic analysis. The following themes were constructed:Making responsible decisions; unearthing and sharing mixed emotions; picturing physical activity beyond the classroom; recognizing the role of relationships; considering challenge and competence;and,pursuing meaning. Findings demonstrate how enacting SVP can lead to the development of students' SEL and MPE experiences complimenting multiple learning domains. We call for further embedding of SVP capturing students' physical activity and movement experiences inside and outside of PE in teacher education and professional development that helps teachers and their students make sense of, shape, influence, and enact more MPE and physical activity learning experiences.

Guided by Dewey’s [1966. Democracy and education. New York: The Free Press] concept of ‘education as growth’, the purpose of this paper is to explore learners’ enactments of student voice in Physical Education (PE) at a time of curricular reform. A qualitative comparative case study design gathered data from 18 students across 10 months in a triad of Irish secondary schools using focus group interviews. Data were gathered and coded to identify emergent themes. Five experiential themes emerged: puppeteering; early enlightenment; enjoyment in living; equitable inquiry and critique; and learning to grow. Findings demonstrate how student voice encounters were necessary to enhance students’ democratic experience of PE but the extent to which student voice was enacted to improve learning and assessment of curriculum was problematic for students to assert. Implementing student voice cannot be perceived and implemented as a fixed process but rather a fluid continuum of practice allowing more transformative experiences follow.

Purpose: The purpose of this paper is to study teachers’ perspectives of social and emotional learning (SEL) in Aotearoa New Zealand (NZ) primary schools.Design/methodology/approach: This research was a case study design investigating the phenomenon of SEL in primary schools (elementary school level) in Aotearoa NZ (Stake, 2005).Findings: The SEL themes that were drawn from the data were: positive interdependence, empowerment, self-management, self-awareness restorative conversations and circle time.Research limitations/implications: The research challenges the field to work with teachers and community workers to create more in-depth qualitative research knowledge that is contextually relevant to SEL for researchers, educational policymakers and our children.Originality/value: Based in Aotearoa NZ primary schools, this qualitative research provides a unique perspective of SEL from school-based practicing teachers.