Social and Emotional Learning in Physical Education: From Policy to Practice by Paul M. Wright

niu_logoDr. Paul M. Wright is the Lane/Zimmerman Endowed Professor at Northern Illinois University in the United States. He is currently on sabbatical to conduct research as a Visiting Scholar in the Moray House School of Education at the University of Edinburgh. This post describes the research he is conducting during his time in Scotland. This study, conducted in partnership with Dr. Shirley Gray from the University of Edinburgh, has to do with the promotion of social and emotional learning in the context of practice. Scotland, like many other countries, includes such learning in the physical education curriculum, but how it is delivered by teachers and experienced by pupils is not well understood.

Physical Education: From Policy to Practice

Expectations for physical education (PE) and its contribution to the overall curriculum are changing in many countries. For example, in SEL-300x200the Scottish Curriculum for Excellence, PE teachers are charged with promoting mental, social and emotional well-being (Scottish Government, 2004, 2009). While PE has traditionally included affective learning objectives, Scotland and other countries are making such expectations more explicit  in educational policy and curricular mandates. Scotland, the US, New Zealand, Canada, and Singapore, to name a few, have integrated a range of social and emotional learning (SEL) competencies in their national PE curriculum/standards. SEL competencies relate to self-management, self-awareness, social awareness, social skills, and responsible decision making (see www.casel.org). The promotion of SEL competencies through PE is a major focus of my scholarship (e.g. Wright & Burton, 2008; Wright & Craig, 2011; Wright & Li, 2009; Wright, Li, Ding & Pickering; 2010) and I am currently on a research sabbatical to study this phenomenon in the Scottish context with Dr. Shirley Gray at the University of Edinburgh.Policy-1024x854

Research and practical experience tell us that changes in educational policy are not always implemented as planned. I have studied this issue in the US as it applies to PE policy changes intended to combat childhood obesity. In that research, conducted with Dr. John Amis of the Business School at University of Edinburgh, we found the way policy is formulated and interpreted greatly determines how it is implemented in the context of practice (Amis, Wright, Dyson, Vardaman & Ferry, 2012). Previous investigations by Dr. Gray and her colleagues in Scotland indicate the mandate for PE teachers to promote SEL was formulated with minimal involvement by practitioners and is perceived as somewhat ambiguous (Gray, Mulholland & MacLean, 2012; Horrell, Sproule & Gray, 2011). Therefore, we are conducting school-based research that will help us understand (1) how educational administers and PE teachers interpret this mandate, (2) how PE teachers promote SEL in their current practice, and (3) how pupils experience SEL in PE.

Our research approach involves mixed methods and include multiple stakeholder perspectives. We are working with several schools in Edinburgh and East Lothian. Data sources will include interviews with educational administrators, head teachers, PE teachers and pupils about SEL in PE. We will also be doing systematic observation of teaching practice and giving out surveys to pupils. We hope our findings will enable us to describe current practice regarding SEL in Scottish PE and to make recommendations for professional development and program improvement relative to this aspect of learning. More broadly, we hope to generate insights and recommendations regarding the translation of educational policy changes into practice. An exciting feature of this project is that we will use parallel methodology in the US and New Zealand so we can conduct a cross-cultural analysis of our findings.

This topic is of great interest to me as my primary line of scholarship has to do with the ). This model is strongly aligned with the SEL framework (Jacobs & Wright, 2014). I believe my practical experience designing, implementing and evaluating TPSR programs will be an asset in conducting the current study and interpreting our data. Another advantage is the opportunity I have to learn about the Scottish culture and context. I am eager to learn about best practices in Scottish PE by interacting with teachers, researchers and policy makers. I am also hoping to share my experiences and provide workshops or lectures on topics such as SEL and TPSR pedagogy.97807360947021_dflt

 

For more information:

Dr. Wright will be giving a presentation on this project for the Scottish Physical Education Research Network. The presentation will be at Strathclyde University in Glasgow on September 21, 2016. More details will follow via this blog, twitter and email.seralogo

To learn more about Dr. Wright’s perspective on the importance of social and emotional learning, see the following recent article on Voices, the British Council’s online magazine https://www.britishcouncil.org/voices-magazine.

References:

Amis, J., Wright, P.M., Dyson, B., Vardaman, J., & Ferry, H. (2012). Implementing Childhood Obesity Policy in a New Educational Environment: The Cases of Mississippi and Tennessee. American Journal of Public Health, 102, 1406-1413.

Gray, S., Mulholland, R. and MacLean, J. (2012). The ebb and flow of curriculum construction in physical education: A Scottish narrative. The Curriculum Journal. 23, 59-78.

Hellison, 2011. Teaching Personal and Social Responsibility through Physical Activity, 3rd edition. Champaign, IL: Human Kinetics.

Horrell, A., Sproule, J., & Gray, S. (2011). Health and wellbeing: a policy context for physical education in Scotland. Sport, Education and Society, 17, 163-180.

Jacobs, J.M. & Wright, P.M. (2014). Social and Emotional Learning Policies and Physical Education. Strategies, 27, 42-44.

Scottish Government. (2004). A Curriculum for Excellence. Edinburgh: Scottish Government.

Scottish Government. (2009). Curriculum for excellence: Health and wellbeing: Experiences and outcomes. Edinburgh: Scottish Government.

Wright, P.M., & Burton, S. (2008). Examining the implementation and immediate outcomes of a personal-social responsibility model program for urban high school students. Journal of Teaching in Physical Education, 27, 138-154.

Wright, P.M., & Craig, M.W. (2011). Tool for Assessing Responsibility-Based Education (TARE): Instrument Development and Reliability Testing. Measurement in Physical Education and Exercise Science, 15, 1-16.

Wright, P.M., & Li, W. (2009). Exploring the relevance of a youth development orientation in urban physical education. Physical Education and Sport Pedagogy, 14, 241-251.

Wright, P.M., Li, W., Ding, S. & Pickering, M. (2010). Integrating a Personal-Social Responsibility Program into a Lifetime Wellness Course for Urban High School Students: Assessing Implementation and Educational Outcomes. Sport, Education, and Society, 15, 277-298.

 

 

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