Teachers’ Perspectives of Social and Emotional Learning in Elementary Physical Education
Bibliographic record
Abstract
This study aimed to investigate elementary physical education (PE) teachers’ personal and professional beliefs about social and emotional learning (SEL) and teaching SEL in the United States. The main research questions were: (1) What are elementary PE teachers’ interpretations of SEL as an educational concept within their own teaching contexts? and (2) What pedagogical approach do elementary PE teachers think is important to teach SEL within their own teaching contexts? Adopting a qualitative case study design, 22 elementary PE teachers were recruited across the United States. Semistructured interviews with an interview guide were implemented on a video-conferencing system called “Zoom.” Inductive qualitative analysis was conducted with open coding and axial coding. Five themes were generated from the data analysis: Teaching empathy has to be intentional, Recognizing and managing emotions, Creative teachable moments, Play is underrated, and It’s all about the context. We claim more empirical research should be conducted to gain a more comprehensive understanding of SEL implementation in elementary PE classes across a broad range of sociocultural contexts.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".