Author(s): PAN, Y.H.1, HUANG, C.H.1, ZHANG, Y.Y.1, LIN, C.P.2, LIU, Y.C.1, YEH, W.H., HSU, W.T.3, Institution: NATIONAL TAIWAN SPORT UNIVERSITY, Country: TAIWAN, Abstract-ID: 457

Introduction: Sport can improve positive youth development. Internationally, there is a growing trend to explore social and emotional learning (SEL) in physical education. It is an important research topic to examine which curriculum and teaching models integrating social and emotional learning can improve better learning effects for affective domain. The purpose of this study was to examine learning effects of affective domain integrating SEL into different physical education curriculum. Method: This study adapted the research method of quasi-experimental design. A high school physical education teacher taught both the experimental group and the control group. The experimental group was " SEL integrated with Teaching Games for Understanding, SEL-TGfU", and the control group was “SEL integrated with Traditional Teaching Model, SEL-TTM)”. A total of 89 students in the experimental group with two classes (Mage=15.37±0.49 years); a total of 89 students in the control group with two classes (Mage =15.45±0.56 ± 0.50 years). The " Social and Emotional Learning Scale for Physical Education” (SELS-PE)" has 5 components including self-awareness, self-management, social-awareness, relationship skills, responsible decision making, which was used to measure students’ learning effects for SEL, and data analysis was carried out through dependent sample t-test and analysis of Covariance (ANCOVA). Results:1. The posttest scores of the SEL-TGfU (experimental group) and SEL-TTM(control group) were both significantly higher than those of the pretest in all components of SEL. 2. The posttest scores of the experimental group were higher than those of the control group in all components of SEL, it meant that SEL-TGfU model had significantly higher learning effects than SEL-TTM for social and emotional learning. Conclusion: This study confirmed that integrated SEL into physical education lessons, whether SEL-TGfU with empowerment teaching approach or SEL-TTM with direct teaching approach, both of which could improve students’ SEL, and TGfU with empowerment teaching approach has higher learning effect of SEL than those of traditional direct teaching approach.