Abstract
Effective teaching of SEL skills through PA is dependent upon deliberate and consistent integration into structured PA learning experiences. Structured PA should include a lesson focus, practice of skills, and assessment. The purpose of this paper is to provide practitioners with 1) an overview of SEL, 2) guidance in teaching SEL within PA contexts, and 3) for implementing SEL and PA opportunities in after-school programs (ASPs).
Additional information
Notes on contributors
Caitlin Olive
Caitlin Olive ([email protected]) is a doctoral candidate in the Department of Health, Exercise, and Sport Science at the University of New Mexico in Albuquerque, NM.
Karen L. Gaudreault
Karen L. Gaudreault is an associate professor in the Department of Health, Exercise, and Sport Science at the University of New Mexico in Albuquerque, NM
Bryan A. McCullick
Bryan A. McCullick is a professor in the Department of Kinesiology at the University of Georgia in Athens, GA.
Phillip Tomporowski
Phillip Tomporowski is a professor in the Department of Kinesiology at the University of Georgia in Athens, GA.