Teaching Social and Emotional Learning in Physical Education is the ideal resource for understanding and integrating social and emotional learning (SEL) competencies into the structure of a physical education program, alongside physical activity and skill development goals. This text should be incorporated as a key resource to guide physical education teacher education courses specifically focused on social and emotional learning while also providing supplemental readings for courses related to physical education curriculum, instruction, assessment, and/or models-based practice. Similarly, practicing physical education teachers who are interested in developing a stronger focus on SEL in their teaching will find that the book provides a comprehensive resource to guide their professional learning and practice.

"This text will be targeted to both active health educators, as well as students and instructors in health education teacher preparation programs. Per the Bureau of Labor Statistics, there are roughly 118,500 health educators in the United States, with a 16% increase in jobs projected through 2026. This includes health educators working with audien

The OECD’s Survey on Social and Emotional Skills (SSES) 2023 represents the largest global initiative to gather comparable data on the development of social and emotional skills - including creativity, empathy, achievement motivation, responsibility and collaboration skills - among 10- and 15-year-old students. The report - Nurturing Social and Emotional Learning Across the Globe - reveals striking disparities both within and between participating countries and subnational entities in how these critical skills are fostered in schools, homes and society. These findings offer insights into the relationship between educational environments and student outcomes, highlighting the urgent need for improvements. Key recommendations focus on enhancing school policies and practices (e.g. teachers’ feedback, training, preparedness and attitudes; teaching of these skills across subjects offline, digitally and remotely; and extra-curricular activities), improving school climates (e.g. student belonging; relationships; and handling of bullying and stress), and advancing gender equality (e.g. challenging stereotypes; and ensuring equitable access to careers and parental support for skill development). This report serves as a vital resource for policymakers and practitioners seeking to improve social-emotional learning worldwide.

Here finally is a book that recognizes there is a middle ground where children and adults share responsibility for learning and that the most effective teachers make thoughtful, intentional use of both child-guided and adult-guided experience.

A foundation for understanding the decision-making structures that exist in all teaching/learning environments. In this revised edition, chapters have been updated to include real-world examples, concise charts, practical forms, and concrete suggestions for "deliberate teaching" so that the flow of events in teaching can be understood, decision structures can be analyzed, and adjustments that are appropriate for particular classroom situations can be implemented. The decision structure as it relates to teachers and learners, the objectives (O-T-L-O) of each teaching style or teaching method, and the application of each style to various activities and educational goals are described.--Back cover.