What impact will implementing social-emotional learning through the teaching personal and social responsibility model have on students inside and outside of the physical education setting?

Shane Van Beek


Seminar Title


What impact will implementing social-emotional learning through the teaching personal and social responsibility model have on students inside and outside of the physical education setting?


Concept/Strategy

Focus of the Research


Social Emotional Learning, self and peer assessment


Grade Level

Research Was Applied


Middle School


Relevant Grade Level

Connections


Middle School


Discipline

Where Research Was Applied


Phys. Ed.


Additional Discipline Areas

I see Application to


All Disciplines


Invitation/Commercial


What would happen in your class if there was no teacher in the room? Would it be nice if students could settle disagreements without an adult having to intervene? Do some of your students enjoy physical education, but they seem to get sent out of other classes frequently? I implemented the “Teaching Personal and Social Responsibility Through Physical Activity” model into all of my physical education classes and was very pleased with the results. As part of the model, I had the students do self and peer assessment on the “TPSR” scale daily If you are a physical education teacher, coach, recess supervisor, or have time with students and activity I believe that there are nuggets from this action research that can help you!


Abstract


With the attention placed on standardized testing inside of schools today, are we missing a major aspect when it comes to educating our students? The research I looked at agrees with me that social-emotional learning is necessary and may be the key to twenty-first-century education. In addition, physical education can and should play an important role in the development of the five key components of social-emotional learning which includes self-awareness, self-management, social awareness, relationship skills, and responsible decision making. Along with physical education taking a leading role, a school-wide approach to social emotional learning can result in life skills gained by the students that they may not receive in other places. Lower stress levels, greater lifelong learning, bully prevention, lower teacher burnout and more can be attributed to quality social-emotional learning instruction. Throughout my action research study, I implemented the “Teaching Personal and Social Responsibility Through Physical Activity” model set by Don Hellison. The model breaks behaviors into six levels: 0 - not participating and affecting the learning of others, 1- not participating but not having an effect on others, 2 - participating at a minimal level, 3- participating at an average level, 4 - participating at a leader level inside of physical education, and 5- participating at a leader level inside of physical education and in other areas of school. I had the students do self and peer assessment on this scale on a daily basis. I also took time to demonstrate the levels for all of the units that we participated in throughout the first fourteen weeks of the school year. Since I have every student in the middle school within my classes I was able to look at the effect as school-wide. I also took it a step further when all of the homerooms in the school took a day once a week to focus on social-emotional learning. The data that I used to form my conclusions come from weekly self and peer assessments through google forms. Students in our middle school rate themselves higher than their peers on a consistent basis on the TPSR scale. As a secondary question, I tracked the enjoyment of physical education and that remained constantly high throughout the first fourteen weeks of the school year. Moving forward I plan to continue to implement the TPSR model and use google forms for self-reflection. I think social-emotional learning can become a larger role in all of our classes and the true results of it will be seen for generations to come.