Wednesday, April 27, 2022, 2:00 p.m.–3:00 p.m
Current Research on Content Knowledge and Pedagogical Content Knowledge
Category: Teaching & Learning
Symposium Description: In the past decade, considerable conceptual and empirical research has been conducted focusing on content knowledge in physical education and its impact on pedagogical content knowledge (PCK). In this symposium, our presentations will address a critical review of the literature to date, an examination of professional development policies and practices for content knowledge, and two studies that unpack content knowledge and PCK for teacher education.
Extended Description: In the past decade, considerable conceptual and empirical research has been conducted focusing on content knowledge in physical education and its impact on pedagogical content knowledge (PCK). In this symposium, our presentations will address a critical review of the literature to date, an examination of professional development policies and practices for content knowledge, and two studies that unpack content knowledge and PCK for teacher education.
Presenting Author: Insook KimF
A Critical Review of Content Knowledge Research in Physical Education: Accomplishments and Challenges
Philip WardF, The Ohio State University
Analysis of Preservice Teachers’ Content Development for Teaching Individual Sports and Net/Wall Games
Peter Iserbyt, KU Leuvenven; Toon Dehandschutter, KU Leuven
Preservice Teachers’ Content Knowledge Acquisition Between Two Different Instructional Foci
Fatih Dervent, Marmara University Faculty of Sport Sciences; Erhan Devrilmez, karamanoğlu mehmetbey university; Mufide Cotuk, No
National Professional Development Policies and Practices for Content Knowledge
Insook KimF, Kent State University; Bomna KoF, East Carolina University; Daekyun Oh, The Ohio State University
Thursday, April 28, 2022, 4:30 p.m.–5:30 p.m
Conceptual Diversity of Inclusion: Surveying the Research
Category: Sociocultural & Social Justice
Symposium Description: Inclusive physical education requires teachers to embrace diversity, value learning differences and design lessons for students’ success within the gymnasium. More often, teachers perceive inclusion as a “fitting in” rather than “being a part of” the learning environment. This symposium highlights the research on student experiences in PE, the learning environment, and concludes by offering both a tool (LIRSPE), and a potential model for considering the variables for inclusion to be meaningful for all students.
Extended Description: The purpose of this symposium is to analyze research within inclusive education. Prior reviews of inclusive practices and the outcomes of recent work will be analyzed with regard to how inclusion is defined and operationalized. Our point of emphasis is that we regard inclusion as an educational philosophy on how schools and classrooms can strive towards an expression of inclusion as a translational philosophy. Several representations of inclusive education will be presented. We will summarize by identifying factors that can impact the inclusive process. We welcome audience input on professional experiences with inclusion with an eye towards appreciative inquiry in discussing what schools and educators should strive to accomplish.
Presenting Author: Michelle Grenier
Inclusive Pedagogy in Physical Education
Michelle Grenier, University of New Hampshire
Using the Inclusion Rating Scale to Implement Inclusive Practices
Lauren Lieberman, SUNY Brockport
A Conceptual Model of an Inclusive Environment’s Spillover to the Whole School
Matthew Patey, Bridgewater State University
Saturday, April 30, 2022, 8:00 a.m.–9:00 a.m
Implementing Social and Emotional Learning Across Multiple Physical Education Contexts (Part 1)
Category: Teaching & Learning
Symposium Description: The purpose of this research symposium is to present and report on the methods and experiences of Physical Education (PE) researchers and practitioners implementing Social and Emotional Learning (SEL) across pre-school, K-12, alternative education, community, and teacher-education contexts. Attendees will be provided with explanations and examples of research and pedagogical methods utilized. They will have the opportunity to consider, discuss, and formulate implications and future directions for these and additional approaches to implementing SEL.
Extended Description: Increased focus in Physical Education (PE) research has been given to how Social and Emotional Learning (SEL) theory and practices are understood and implemented in school, community, and higher education settings (Wright & Richards, 2021). Despite this focus, uncertainty still exists around exactly how SEL competencies and skills can be successfully accomplished by practitioners using instructional or pedagogical approaches representing best practice for teaching and learning in the field (Pfledderer & Brusseau, 2021; Wright, Gray, & Richards, 2021). The purpose of this research symposium is to present and report on the methods and experiences of researchers and practitioners implementing SEL across pre-school, K-12, alternative education, community, and teacher-education settings. Over the course of this symposium, attendees will be presented with contemporary examples and experiences of SEL implementation, highlighting the constraints and opportunities surrounding the growing discourse and focus on SEL in PE. They will be provided with explanations and contemporary examples of research and pedagogical methods utilized in and across these settings and potential future directions. They will have the opportunity to consider, discuss, and formulate implications for these and additional approaches to implementing SEL in a number of PE contexts. Beginning with early years, presenters will first explore and describe the relationship between preschoolers patterns of outdoor play and SEL competencies, demonstrating how key SEL competencies that are taught and modelled to children in the general classroom are practiced, developed, and even advanced through substantial unstructured outdoor play time. Next, presenters will reveal elementary PE teachers’ perspectives of teaching SEL and how the implementation of creative play and innovative pedagogical models have the potential to impact the development of positive classroom climates, schools, and communities. Moving onto high school and alternative education settings, presenters will describe how teachers and students experienced enacting pedagogies promoting SEL in PE when returning face to face for the first time during the COVID-19 pandemic, demonstrating how the enactment of democratic, reflective, and affective pedagogies allows teachers and students develop more uniform understandings and applications of SEL competencies and skills. Going beyond schools and into community settings, presenters will next explore underserved youth’s from for low-income families with multiple-race backgrounds experiences of SEL in a community-based soccer program, demonstrating how Teaching Personal and Social Responsibility (TPSR) can be a practical pedagogical model through which to promote youth SEL. Finally, teacher educators’ views of challenges and future directions of SEL in PE will be presented from an international perspective, with implications and recommendations drawn from higher education on how to enhance SEL implementation in teacher-education and school PE programs now and in the future. In considering how SEL research and pedagogy is implemented in and across these different contexts, presenters will actively engage with attendees throughout, responding to their input and collectively drawing on these combined knowledges and experiences with a view to establishing more collective and collaborative understandings and common language around approaches to SEL research and practice going forward.
Presenting Author: Ben DysonF
Social and Emotional Learning During Outdoor Play Among Preschoolers in an Early Childhood Education Center
Marcia A Rosiek, Coastal Carolina University; Ben DysonF, University of North Carolina, Greensboro
Elementary Physical Education Teachers Perspectives of Social and Emotional Learning
Ben DysonF, University of North Carolina, Greensboro; Judy Fowler, University of North Carolina-Greensboro; Seunghyun Baek, University of North Carolina at Greensboro
Enacting Social and Emotional Learning in High School Physical Education
Donal Howley, University of North Carolina Greensboro; Seunghyun Baek, University of North Carolina at Greensboro; Judy Fowler, University of North Carolina-Greensboro; Yanhua Shen, UNC Greensboro; Ben DysonF, University of North Carolina, Greensboro
Social and Emotional Learning in a Community-Based Soccer Program
Yanhua Shen, UNC Greensboro; Ben DysonF, University of North Carolina, Greensboro; Sari Rose, NC Fusion and University of North Carolina at Greensboro
Challenges and Future Directions for Social and Emotional Learning in Physical Education: International Perspectives
Seunghyun Baek, University of North Carolina at Greensboro; Ben DysonF, University of North Carolina, Greensboro
Saturday, April 30, 2022, 9:15 a.m.–10:15 a.m
Implementing Social and Emotional Learning Across Multiple Physical Education Contexts (Part 2)
Category: Teaching & Learning
Symposium Description: The purpose of this research symposium is to present and report on the methods and experiences of Physical Education (PE) researchers and practitioners implementing Social and Emotional Learning (SEL) across pre-school, K-12, alternative education, community, and teacher-education contexts. Attendees will be provided with explanations and examples of research and pedagogical methods utilized. They will have the opportunity to consider, discuss, and formulate implications and future directions for these and additional approaches to implementing SEL.
Extended Description: Increased focus in Physical Education (PE) research has been given to how Social and Emotional Learning (SEL) theory and practices are understood and implemented in school, community, and higher education settings (Wright & Richards, 2021). Despite this focus, uncertainty still exists around exactly how SEL competencies and skills can be successfully accomplished by practitioners using instructional or pedagogical approaches representing best practice for teaching and learning in the field (Pfledderer & Brusseau, 2021; Wright, Gray, & Richards, 2021). The purpose of this research symposium is to present and report on the methods and experiences of researchers and practitioners implementing SEL across pre-school, K-12, alternative education, community, and teacher-education settings. Over the course of this symposium, attendees will be presented with contemporary examples and experiences of SEL implementation, highlighting the constraints and opportunities surrounding the growing discourse and focus on SEL in PE. They will be provided with explanations and contemporary examples of research and pedagogical methods utilized in and across these settings and potential future directions. They will have the opportunity to consider, discuss, and formulate implications for these and additional approaches to implementing SEL in a number of PE contexts. Beginning with early years, presenters will first explore and describe the relationship between preschoolers patterns of outdoor play and SEL competencies, demonstrating how key SEL competencies that are taught and modelled to children in the general classroom are practiced, developed, and even advanced through substantial unstructured outdoor play time. Next, presenters will reveal elementary PE teachers’ perspectives of teaching SEL and how the implementation of creative play and innovative pedagogical models have the potential to impact the development of positive classroom climates, schools, and communities. Moving onto high school and alternative education settings, presenters will describe how teachers and students experienced enacting pedagogies promoting SEL in PE when returning face to face for the first time during the COVID-19 pandemic, demonstrating how the enactment of democratic, reflective, and affective pedagogies allows teachers and students develop more uniform understandings and applications of SEL competencies and skills. Going beyond schools and into community settings, presenters will next explore underserved youth’s from for low-income families with multiple-race backgrounds experiences of SEL in a community-based soccer program, demonstrating how Teaching Personal and Social Responsibility (TPSR) can be a practical pedagogical model through which to promote youth SEL. Finally, teacher educators’ views of challenges and future directions of SEL in PE will be presented from an international perspective, with implications and recommendations drawn from higher education on how to enhance SEL implementation in teacher-education and school PE programs now and in the future. In considering how SEL research and pedagogy is implemented in and across these different contexts, presenters will actively engage with attendees throughout, responding to their input and collectively drawing on these combined knowledges and experiences with a view to establishing more collective and collaborative understandings and common language around approaches to SEL research and practice going forward.
Presenting Author: Ben DysonF
Social and Emotional Learning During Outdoor Play Among Preschoolers in an Early Childhood Education Center (Part 2)
Marcia A Rosiek, Coastal Carolina University; Ben DysonF, University of North Carolina, Greensboro
Elementary Physical Education Teachers Perspectives of Social and Emotional Learning (Part 2)
Ben DysonF, University of North Carolina, Greensboro; Judy Fowler, University of North Carolina-Greensboro; Seunghyun Baek, University of North Carolina at Greensboro
Enacting Social and Emotional Learning in High School Physical Education (Part 2)
Donal Howley, University of North Carolina Greensboro; Seunghyun Baek, University of North Carolina at Greensboro; Judy Fowler, University of North Carolina-Greensboro; Yanhua Shen, UNC Greensboro; Ben DysonF, University of North Carolina, Greensboro
Social and Emotional Learning in a Community-Based Soccer Program (Part 2)
Yanhua Shen, UNC Greensboro; Ben DysonF, University of North Carolina, Greensboro; Sari Rose, University of North Carolina at Greensboro
Challenges and Future Directions for Social and Emotional Learning in Physical Education: International Perspectives (Part 2)
Seunghyun Baek, University of North Carolina at Greensboro; Ben DysonF, University of North Carolina, Greensboro