Social-emotional learning in physical education classes at elementary schools
IntroductionThe study investigates the impact of a social–emotional learning (SEL) intervention program implemented during physical education classes on elementary school students. The objective was to examine the development of social–emotional skills, focusing on teamwork, self-awareness, and crea...
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Frontiers Media S.A.
2025-04-01
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| Series: | Frontiers in Psychology |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2025.1499240/full |
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| author | Mahmood Sindiani Hadas Brodie Schroeder Ayelet Dunsky |
| author_facet | Mahmood Sindiani Hadas Brodie Schroeder Ayelet Dunsky |
| author_sort | Mahmood Sindiani |
| collection | DOAJ |
| description | IntroductionThe study investigates the impact of a social–emotional learning (SEL) intervention program implemented during physical education classes on elementary school students. The objective was to examine the development of social–emotional skills, focusing on teamwork, self-awareness, and creative thinking.MethodsThe intervention, grounded in the SEL model, spans three 45-min sessions and involves 260 students (grades 4–6) from two schools in northern Israel. The experimental group (eight classes) participated in the SEL program, while the control group (three) received a standard 45-min physical education class. The research methodology was based on a convergent mixed model combining quantitative observations and qualitative interviews with physical education teachers.ResultsSignificant improvements were noted in the experimental group across all evaluated skills, indicating a positive impact on personal and interpersonal social development. The findings extend beyond students favoring sports, benefiting even those who previously avoided physical education classes. Notably, the intervention enhanced reflective skills in both students and teachers. The qualitative insights highlight the program’s positive impact on creative thinking, an aspect that had not been previously observed.DiscussionThe study emphasizes the potential of integrating SEL into physical education to foster social–emotional skills and overall well-being. It underscores the importance of creating a positive and emotionally supportive learning environment, contributing significantly to students’ holistic development. Overall, this study provides valuable insights into leveraging physical education classes for intentional SEL interventions, offering a promising avenue for promoting social–emotional growth among elementary school students. |
| format | Article |
| id | doaj-art-7f6ba3e53806466aa7ae1d84c54bdf6e |
| institution | DOAJ |
| issn | 1664-1078 |
| language | English |
| publishDate | 2025-04-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj-art-7f6ba3e53806466aa7ae1d84c54bdf6e2025-08-20T03:05:49ZengFrontiers Media S.A.Frontiers in Psychology1664-10782025-04-011610.3389/fpsyg.2025.14992401499240Social-emotional learning in physical education classes at elementary schoolsMahmood SindianiHadas Brodie SchroederAyelet DunskyIntroductionThe study investigates the impact of a social–emotional learning (SEL) intervention program implemented during physical education classes on elementary school students. The objective was to examine the development of social–emotional skills, focusing on teamwork, self-awareness, and creative thinking.MethodsThe intervention, grounded in the SEL model, spans three 45-min sessions and involves 260 students (grades 4–6) from two schools in northern Israel. The experimental group (eight classes) participated in the SEL program, while the control group (three) received a standard 45-min physical education class. The research methodology was based on a convergent mixed model combining quantitative observations and qualitative interviews with physical education teachers.ResultsSignificant improvements were noted in the experimental group across all evaluated skills, indicating a positive impact on personal and interpersonal social development. The findings extend beyond students favoring sports, benefiting even those who previously avoided physical education classes. Notably, the intervention enhanced reflective skills in both students and teachers. The qualitative insights highlight the program’s positive impact on creative thinking, an aspect that had not been previously observed.DiscussionThe study emphasizes the potential of integrating SEL into physical education to foster social–emotional skills and overall well-being. It underscores the importance of creating a positive and emotionally supportive learning environment, contributing significantly to students’ holistic development. Overall, this study provides valuable insights into leveraging physical education classes for intentional SEL interventions, offering a promising avenue for promoting social–emotional growth among elementary school students.https://www.frontiersin.org/articles/10.3389/fpsyg.2025.1499240/fullteamworkself-awarenesscreative thinkingreflectionphysical educationsocial-emotional learning |
| spellingShingle | Mahmood Sindiani Hadas Brodie Schroeder Ayelet Dunsky Social-emotional learning in physical education classes at elementary schools Frontiers in Psychology teamwork self-awareness creative thinking reflection physical education social-emotional learning |
| title | Social-emotional learning in physical education classes at elementary schools |
| title_full | Social-emotional learning in physical education classes at elementary schools |
| title_fullStr | Social-emotional learning in physical education classes at elementary schools |
| title_full_unstemmed | Social-emotional learning in physical education classes at elementary schools |
| title_short | Social-emotional learning in physical education classes at elementary schools |
| title_sort | social emotional learning in physical education classes at elementary schools |
| topic | teamwork self-awareness creative thinking reflection physical education social-emotional learning |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2025.1499240/full |
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