why is problem solving important in pe

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Teaching Cooperative Learning and Problem Solving in PE

This year, I changed up how I teach cooperative learning. I started by looking at the main skills I wanted my students to gain.

• Listening to others’ ideas
• Collaboratively solving problems
• Valuing everyone’s voice

I decided the best way to have my students learn and practice these skills wasn’t through the traditional cooperative learning activities. Instead, I began by teaching them a variety of simple games.

• A four-team Capture the Flag type game
• A six-team invasion type game
• A six-team tagging game
• A four-team knock down the targets game

Throughout these activities, I emphasized the characteristics of a good teammate. This includes reinforcing the skills, listening to others’ ideas, solving problems, and valuing everyone. Learning about the characteristics of a great teammate led us into the Invention Adventure!

Invention Adventure

Choice of equipment:

• SturTee Ball Holders                                           
• Giant Balls

• Pool Noodles
• GoRings Set

(This is what I used, but you can use whatever you have available.)

Instructions:

• Work with your partner to create a game to teach to the class.
• Take turns sharing your ideas and building off each other’s ideas (listen, collaborate, and problem solve ).
• When you have a game you believe is ready, go explain it to the teacher.

Students Teach the Game

When the first pair of students worked out the details of their game, they got up in front of the class and explained it. I helped them with starters, “the set up of this game is…”, “the object of this game is…” Their classmates can ask clarifying questions, “what happens when someone gets tagged?” Then the class played the game for about 4-5 minutes. During this short playtime, a game flaw usually became apparent. For example, it was too hard to hit the target, it was too easy to defend an opponent, etc.

Revising the Game

We then re-grouped and students made suggestions to the game creators. I helped the first few groups frame the discussion with, “First think about what part of the game wasn’t working. For example, it was too hard, it was too easy… Then your comment needs to be a suggestion for solving.”

• Game creators led this discussion, they called on students for suggestions, and just took them all in. They didn’t try to come to a decision during the discussion.
• Students could ask clarifying questions. If the Game Creators didn’t know the answer, they said “we will let you know.”
• Game Creators were given 1-2 minutes to determine how they could revise the game. During this short break, the rest of the class met with their creating parter and discussed their own game inventions.
• Game Creators instructed the class on the revised game and we played the revised game.

Lesson Objective: Students work cooperatively with others.

Not only did students get lots of practice on the lesson objective, it was super fun to see how incredibly creative they were! They loved sharing their ideas with the class and seeing their fun games get even better with the suggestions of their classmates. It has taken a little longer than I usually give to cooperative learning activities, but I think it has been worth it. I plan on using their game creations as warm-up activities throughout the year.

How do you teach cooperative learning skills? We’d love to hear about your experiences facilitating student created games. Please share them with us!

One Response

Hello Lynn, I hope you are well Do you have the lesson plan for a six-team invasion type game or a six-team tagging game?

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The problem-solving method: Efficacy for learning and motivation in the field of physical education

Ghaith ezeddine.

1 High Institute of Sport and Physical Education of Sfax, University of Sfax, Sfax, Tunisia

Nafaa Souissi

2 Research Unit of the National Sports Observatory (ONS), Tunis, Tunisia

Liwa Masmoudi

3 Research Laboratory: Education, Motricity, Sport and Health, EM2S, LR19JS01, University of Sfax, Sfax, Tunisia

Khaled Trabelsi

4 Department of Neuroscience, Rehabilitation, Ophthalmology, Genetics, Maternal and Child Health (DINOGMI), University of Genoa, Genoa, Italy

Cain C. T. Clark

5 Centre for Intelligent Healthcare, Coventry University, Coventry, United Kingdom

Nicola Luigi Bragazzi

6 Laboratory for Industrial and Applied Mathematics, Department of Mathematics and Statistics, York University, Toronto, ON, Canada

Maher Mrayah

7 High Institute of Sport and Physical Education of Ksar Saîd, University Manouba, UMA, Manouba, Tunisia

Associated Data

The original contributions presented in the study are included in the article/supplementary material, further inquiries can be directed to the corresponding author.

In pursuit of quality teaching and learning, teachers seek the best method to provide their students with a positive educational atmosphere and the most appropriate learning conditions.

The purpose of this study is to compare the effects of the problem-solving method vs. the traditional method on motivation and learning during physical education courses.

Fifty-three students ( M age 15 ± 0.1 years), in their 1st year of the Tunisian secondary education system, voluntarily participated in this study, and randomly assigned to a control or experimental group. Participants in the control group were taught using the traditional methods, whereas participants in the experimental group were taught using the problem-solving method. Both groups took part in a 10-hour experiment over 5 weeks. To measure students' situational motivation, a questionnaire was used to evaluate intrinsic motivation, identified regulation, external regulation, and amotivation during the first (T0) and the last sessions (T2). Additionally, the degree of students' learning was determined via video analyses, recorded at T0, the fifth (T1), and T2.

Motivational dimensions, including identified regulation and intrinsic motivation, were significantly greater (all p < 0.001) in the experimental vs. the control group. The students' motor engagement in learning situations, during which the learner, despite a degree of difficulty performs the motor activity with sufficient success, increased only in the experimental group ( p < 0.001). The waiting time in the experimental group decreased significantly at T1 and T2 vs. T0 (all p < 0.001), with lower values recorded in the experimental vs. the control group at the three-time points (all p < 0.001).

Conclusions

The problem-solving method is an efficient strategy for motor skills and performance enhancement, as well as motivation development during physical education courses.

1. Introduction

The education of children is a sensitive and poignant subject, where the wellbeing of the child in the school environment is a key issue (Ergül and Kargin, 2014 ). For this, numerous research has sought to find solutions to the problems of the traditional method, which focuses on the teacher as an instructor, giver of knowledge, arbiter of truth, and ultimate evaluator of learning (Ergül and Kargin, 2014 ; Cunningham and Sood, 2018 ). From this perspective, a teachers' job is to present students with a designated body of knowledge in a predetermined order (Arvind and Kusum, 2017 ). For them, learners are seen as people with “knowledge gaps” that need to be filled with information. In this method, teaching is conceived as the act of transmitting knowledge from point A (responsible for the teacher) to point B (responsible for the students; Arvind and Kusum, 2017 ). According to Novak ( 2010 ), in the traditional method, the teacher is the one who provokes the learning.

The traditional method focuses on lecture-based teaching as the center of instruction, emphasizing delivery of program and concept (Johnson, 2010 ; Ilkiw et al., 2017 ; Dickinson et al., 2018 ). The student listens and takes notes, passively accepts and receives from the teacher undifferentiated and identical knowledge (Bi et al., 2019 ). Course content and delivery are considered most important, and learners acquire knowledge through exercise and practice (Johnson et al., 1998 ). In the traditional method, academic achievement is seen as the ability of students to demonstrate, replicate, or convey this designated body of knowledge to the teacher. It is based on a transmissive model, the teacher contenting themselves with exchanging and transmitting information to the learner. Here, only the “knowledge” and “teacher” poles of the pedagogical triangle are solicited. The teacher teaches the students, who play the role of the spectator. They receive information without participating in its creation (Perrenoud, 2003 ). For this, researchers invented a new student-centered method with effects on improving students' graphic interpretation skills and conceptual understanding of kinematic motion represent an area of contemporary interest (Tebabal and Kahssay, 2011 ). Indeed, in order to facilitate the process of knowledge transfer, teachers should use appropriate methods targeted to specific objectives of the school curricula.

For instance, it has been emphasized that the effectiveness of any educational process as a whole relies on the crucial role of using a well-designed pedagogical (teaching and/or learning) strategy (Kolesnikova, 2016 ).

Alternate to a traditional method of teaching, Ergül and Kargin ( 2014 ), proposed the problem-solving method, which represents one of the most common student-centered learning strategies. Indeed, this method allows students to participate in the learning environment, giving them the responsibility for their own acquisition of knowledge, as well as the opportunity for the understanding and structuring of diverse information.

For Cunningham and Sood ( 2018 ), the problem-solving method may be considered a fundamental tool for the acquisition of new knowledge, notably learning transfer. Moreover, the problem-solving method is purportedly efficient for the development of manual skills and experiential learning (Ergül and Kargin, 2014 ), as well as the optimization of thinking ability. Additionally, the problem-solving method allows learners to participate in the learning environment, while giving them responsibility for their learning and making them understand and structure the information (Pohan et al., 2020 ). In this context, Ali ( 2019 ) reported that, when faced with an obstacle, the student will have to invoke his/her knowledge and use his/her abilities to “break the deadlock.” He/she will therefore make the most of his/her potential, but also share and exchange with his/her colleagues (Ali, 2019 ). Throughout the process, the student will learn new concepts and skills. The role of the teacher is paramount at the beginning of the activity, since activities will be created based on problematic situations according to the subject and the program. However, on the day of the activity, it does not have the main role, and the teacher will guide learners in difficulty and will allow them to manage themselves most of the time (Ali, 2019 ).

The problem-solving method encourages group discussion and teamwork (Fidan and Tuncel, 2019 ). Additionally, in this pedagogical approach, the role of the teacher is a facilitator of learning, and they take on a much more interactive and less rebarbative role (Garrett, 2008 ).

For the teaching method to be effective, teaching should consist of an ongoing process of making desirable changes among learners using appropriate methods (Ayeni, 2011 ; Norboev, 2021 ). To bring about positive changes in students, the methods used by teachers should be the best for the subject to be taught (Adunola et al., 2012 ). Further, suggests that teaching methods work effectively, especially if they meet the needs of learners since each learner interprets and answers questions in a unique way. Improving problem-solving skills is a primary educational goal, as is the ability to use reasoning. To acquire this skill, students must solve problems to learn mathematics and problem-solving (Hu, 2010 ); this encourages the students to actively participate and contribute to the activities suggested by the teacher. Without sufficient motivation, learning goals can no longer be optimally achieved, although learners may have exceptional abilities. The method of teaching employed by the teachers is decisive to achieve motivational consequences in physical education students (Leo et al., 2022 ). Pérez-Jorge et al. ( 2021 ) posited that given we now live in a technological society in which children are used to receiving a large amount of stimuli, gaining and maintaining their attention and keeping them motivated at school becomes a challenge for teachers.

Fenouillet ( 2012 ) stated that academic motivation is linked to resources and methods that improve attention for school learning. Furthermore, Rolland ( 2009 ) and Bessa et al. ( 2021 ) reported a link between a learner's motivational dynamics and classroom activities. The models of learning situations, where the student is the main actor, directly refers to active teaching methods, and that there is a strong link between motivation and active teaching (Rossa et al., 2021 ). In the same context, previous reports assert that the motivation of students in physical education is an important factor since the intra-individual motivation toward this discipline is recognized as a major determinant of physical activity for students (Standage et al., 2012 ; Luo, 2019 ; Leo et al., 2022 ). Further, extensive research on the effectiveness of teaching methods shows that the quality of teaching often influences the performance of learners (Norboev, 2021 ). Ayeni ( 2011 ) reported that education is a process that allows students to make changes desirable to achieve specific results. Thus, the consistency of teaching methods with student needs and learning influences student achievement. This has led several researchers to explore the impact of different teaching strategies, ranging from traditional methods to active learning techniques that can be used such as the problem-solving method (Skinner, 1985 ; Darling-Hammond et al., 2020 ).

In the context of innovation, Blázquez ( 2016 ) emphasizes the importance of adopting active methods and implementing them as the main element promoting the development of skills, motivation and active participation. Pedagogical models are part of the active methods which, together with model-based practice, replace traditional teaching (Hastie and Casey, 2014 ; Casey et al., 2021 ). Thus, many studies have identified pedagogical models as the most effective way to place students at the center of the teaching-learning process (Metzler, 2017 ), making it possible to assess the impact of physical education on learning students (Casey, 2014 ; Rivera-Pérez et al., 2020 ; Manninen and Campbell, 2021 ). Since each model is designed to focus on a specific program objective, each model has limitations when implemented in isolation (Bunker and Thorpe, 1982 ; Rivera-Pérez et al., 2020 ). Therefore, focusing on developing students' social and emotional skills and capacities could help them avoid failure in physical education (Ang and Penney, 2013 ). Thus, the current emergence of new pedagogical models goes with their hybridization with different methods, which is a wave of combinations proposed today as an innovative pedagogical strategy. The incorporation of this type of method in the current education system is becoming increasingly important because it gives students a greater role, participation, autonomy and self-regulation, and above all it improves their motivation (Puigarnau et al., 2016 ). The teaching model of personal and social responsibility, for example, is closely related to the sports education model because both share certain approaches to responsibility (Siedentop et al., 2011 ). One of the first studies to use these two models together was Rugby (Gordon and Doyle, 2015 ), which found significant improvements in student behavior. Also, the recent study by Menendez and Fernandez-Rio ( 2017 ) on educational kickboxing.

Previous studies have indicated that hybridization can increase play, problem solving performance and motor skills (Menendez and Fernandez-Rio, 2017 ; Ward et al., 2021 ) and generate positive psychosocial consequences, such as pleasure, intention to be physically active and responsibility (Dyson and Grineski, 2001 ; Menendez and Fernandez-Rio, 2017 ).

But despite all these research results, the picture remains unclear, and it remains unknown which method is more effective in improving students' learning and motivation. Given the lack of published evidence on this topic, the aim of this study was to compare the effects of problem-solving vs. the traditional method on students' motivation and learning.

We hypothesized would that the problem-solving method would be more effective in improving students' motivation and learning better than the traditional method.

2. Materials and method

2.1. participants.

Fifty-three students, aged 15–16 ( M age 15 ± 0.1 years), in their 1st year of the Tunisian secondary education system, voluntarily participated in this study. All participants were randomly chosen. Repeating students, those who practice handball activity in civil/competitive/amateur clubs or in the high school sports association, and students who were absent, even for one session, were excluded. The first class consisted of 30 students (16 boys and 14 girls), who represented the experimental group and followed basic courses on a learning method by solving problems. The second class consisted of 23 students (10 boys and 13 girls), who represented the control group and followed the traditional teaching method. The total duration was spread over 5 weeks, or two sessions per week and each session lasted 50 min.

University research ethics board approval (CPPSUD: 0295/2021) was obtained before recruiting participants who were subsequently informed of the nature, objective, methodology, and constraints. Teacher, school director, parental/guardian, and child informed consent was obtained prior to participation in the study.

2.2. Procedure

Before the start of the experiment, the participants were familiarized with the equipment and the experimental protocol in order to ensure a good learning climate. For this and to mitigate the impact of the observer and the cameras on the students, the two researchers were involved prior to the data collection in a week of familiarization by making test recordings with the classes concerned.

An approach of a teaching cycle consisting of 10 sessions spread over 5 weeks, amounting to two sessions per week. Physical education classes were held in the morning from 8 a.m. to 9 a.m., with a single goal for each session that lasted 50 min. The cyclic programs were produced by the teacher responsible for carrying out the experiment with 18 years of service. To do this, the students had the same lessons with the same objectives, only pedagogy that differs: the experimental group worked using problem-solving pedagogy, while the control group was confronted with traditional pedagogy. The sessions took place in a handball field 40 m long and 20 m wide. Examples of training sessions using the problem-solving pedagogy and the traditional pedagogy are presented in Table 1 . In addition, a motivation questionnaire, the Situational Motivation Scale (SIMS; Guay et al., 2000 ), was administered to learners at the end of the session (i.e., in the beginning, and end of the cycle). Each student answered the questions alone and according to their own ideas. This questionnaire was taken in a classroom to prevent students from acting abnormally during the study. It lasted for a maximum of 10 min.

Example of activities for the different sessions.

Two diametrically opposed cameras were installed so to film all the movements and behaviors of each student and teacher during the three sessions [(i) test at the start of the cycle (T0), (ii) in the middle of the cycle (T1), and (iii) test at the end of the cycle (T2)]. These sessions had the same content and each consisted of four phases: the getting started, the warm-up, the work up (which consisted of three situations: first, the work was goes up the ball to two to score in the goal following a shot. Second, the same principle as the previous situation but in the presence of a defender. Finally, third, a match 7 ≠ 7), and the cooling down These recordings were analyzed using a Learning Time Analysis System grid (LTAS; Brunelle et al., 1988 ). This made it possible to measure individual learning by coding observable variables of the behavior of learners in a learning situation.

2.3. Data collection and analysis

2.3.1. the motivation questionnaire.

In this study, in order to measure the situational motivation of students, the situational motivation scale (SIMS; Guay et al., 2000 ), which used. This questionnaire assesses intrinsic motivation, identified regulation, external regulation and amotivation. SIMS has demonstrated good reliability and factor validity in the context of physical education in adolescents (Lonsdale et al., 2011 ). The participants received exact instructions from the researchers in accordance with written instructions on how to conduct the data collection. Participants completed the SIMS anonymously at the start of a physical education class. All students had the opportunity to write down their answers without being observed and to ask questions if anything was unclear. To minimize the tendency to give socially desirable answers, they were asked to answer as honestly as possible, with the confidence that the teacher would not be able to read their answers and that their grades would not be affected by how they responded. The SIMS questionnaire was filled at T0 and T2. This scale is made up of 16 items divided into four dimensions: intrinsic motivation, identified regulation, external regulation and amotivation. Each item is rated on a 7-point Likert scale ranging from 1 (which is the weakest factor) “not at all” to 7 (which is the strongest factor) “exactly matches.”

• In order to assess the internal consistency of the scales, a Cronbach alpha test was conducted (Cronbach, 1951 ). The internal consistency of the scales was acceptable with reliability coefficients ranging from 0.719 to 0.87. The coefficient of reliability was 0.8.
• In the present study, Cronbach's alphas were: intrinsic motivation = 0.790; regulation identified = 0.870; external regulation = 0.749; and amotivation = 0.719.

2.3.2. Camcorders

The audio-visual data collection was conducted using two Sony camcorders (Model; Handcam 4K) with a wireless microphone with a DJ transmitter-receiver (VHF 10HL F4 Micro HF) with a range of 80 m (Maddeh et al., 2020 ). The collection took place over a period of 5 weeks, with three captures for each class (three sessions of 50 min for each at T0, T1, and T2). Two researchers were trained in the procedures and video capture techniques. The cameras were positioned diagonally, in order to film all the behavior of the students and teacher on the set.

2.3.3. The Learning Time Analysis System (LTAS)

To measure the degree of student learning, the analysis of videos recorded using the LTAS grid by Brunelle et al. ( 1988 ) was used, at T0, T1, and T2. This observation system with predetermined categories uses the technique of observation by small intervals (i.e., 6 s) and allows to measure individual learning by coding observable variables of their behaviors when they have been in a learning situation. This grid also permits the specification of the quantity and quality with which the participants engaged in the requested work and was graded, broadly, on two characteristics: the type of situation offered to the group by the teacher and the behavior of the target participant. The situation offered to the group was subdivided into three parts: preparatory situations; knowledge development situations, and motor development situations.

The observations and coding of behaviors are carried out “at intervals.” This technique is used extensively in research on behavior analysis. The coder observes the teaching situation and a particular student during each interval (Brunelle et al., 1988 ). It then makes a decision concerning the characteristic of the observed behavior. The 6-s observation interval is followed by a coding interval of 6 s too. A cassette tape recorder is used to regulate the observation and recording intervals. It is recorded for this purpose with the indices “observe” and “code” at the start of each 6-s period. During each coding unit, the observer answered the following questions: What is the type of situation in which the class group finds itself? If the class group is in a learning situation proper, in what form of commitment does the observed student find himself? The abbreviations representing the various categories of behavior have been entered in the spaces which correspond to them. The coder was asked to enter a hyphen instead of the abbreviation when the same categories of behavior follow one another in consecutive intervals (Brunelle et al., 1988 ).

During the preparatory period, the following behaviors were identified and analyzed:

• - Deviant behavior: The student adopts a behavior incompatible with a listening attitude or with the smooth running of the preparatory situations.
• - Waiting time: The student is waiting without listening or observing.
• - Organized during: The student is involved in a complementary activity that does not represent a contribution to learning (e.g., regaining his place in a line, fetching a ball that has just left the field, replacing a piece of equipment).

During the motor development situations, the following behaviors were identified and analyzed:

• - Motor engagement 1: The participant performs the motor activity with such easy that it can be inferred that their actions have little chance to engage in a learning process.
• - Motor engagement 2: The participant-despite a certain degree of difficulty, performs the motor activity with sufficient success, which makes it possible to infer that they are in the process of learning.
• - Motor engagement 3: The participant performs the motor activity with such difficulty that their efforts have very little chance of being part of a learning process.

2.4. Statistical analysis

Statistical tests were performed using statistical software 26.0 for windows (SPSS, Inc, Chicago, IL, USA). Data are presented in text and tables as means ± standard deviations and in figures as means and standard errors. Once the normal distribution of data was confirmed by the Shapiro-Wilk W -test, parametric tests were performed. Analysis of the results was performed using a mixed 2-way analysis of variance (ANOVA): Groups × Time with repeated measures.

• For the learning parameters, the ANOVA took the following form: 2 Groups (Control Group vs. Experimental Group) × 3 Times (T0, T1, and T2).
• For the dimensions of motivation, the ANOVA took the following form: 2 Groups (Control Group vs. Experimental Group) × 2 Time (T0 vs. T2).

In instances where the ANOVA showed a significant effect, a Bonferroni post-hoc test was applied in order to compare the experimental data in pairs, otherwise by an independent or paired Student's T -test. Effect sizes were calculated as partial eta-squared η p 2 to estimate the meaningfulness of significant findings, where η p 2 values of 0.01, 0.06, and 0.13 represent small, moderate, and large effect sizes, respectively (Lakens, 2013 ). All observed differences were considered statistically significant for a probability threshold lower than p < 0.05.

Table 2 shows the results of learning variables during the preparatory and the development learning periods at T0, T1, and T2, in the control group and the experimental group.

Comparison of learning variables using two teaching methods in physical education.

* Significantly different from control group at p <0.05.

# Significantly different from T0 at p <0.05.

$ Significantly different from T1 at p <0.05.

For motor engagement 1 (ME1), the time devoted to this variable is equal zero for the three measurement times (T0, T1, and T2).

The analysis of variance of two factors with repeated measures showed a significant effect of group, learning, and group learning interaction for the deviant behavior. The post-hoc test revealed significantly less frequent deviant behaviors in the experimental than in the control group at T0, T1, and T2 (all p < 0.001). Additionally, the deviant behavior decreased significantly at T1 and T2 compared to T0 for both groups (all p < 0.001).

For appropriate engagement, there were no significant group effect, a significant learning effect, and a significant group learning interaction effect. The post-hoc test revealed that compared to T0, Appropriate engagement recorded at T1 and T2 increased significantly ( p = 0.032; p = 0.031, respectively) in the experimental group, whilst it decreased significantly in the control group ( p < 0.001). Additionally, Appropriate engagement was higher in the experimental vs. control group at T1 and T2 (all p < 0.001).

For waiting time, a significant interaction in terms of group effect, learning, and group learning was found. The post-hoc test revealed that waiting time was higher at T1 and T2 vs. T0 (all p < 0.001) in the control group. In addition, waiting time in the experimental group decreased significantly at T1 and T2 vs. T0 (all p < 0.001), with higher values recorded at T2 vs. T1 ( p = 0.025). Additionally, lower values were recorded in the experimental group vs. the control group at the three-time points (all p < 0.001).

For Motor engagement 2, a significant group, learning, and group-learning interaction effect was noted. The post-hoc test revealed that Motor engagement 2 increased significantly in both groups at T1 ( p < 0.0001) and T2 ( p < 0.0001) vs. T0 ( p = 0.045), with significantly higher values recorded in the experimental group at T1 and T2.

Regarding Motor engagement 3, a non-significant group effect was reported. Contrariwise, a significant learning effect and group learning interaction was reported ( Table 1 ). The post-hoc test revealed a significant decrease in the control group and the experimental group at T1 ( p = 0.294) at T2 ( p = 0.294) vs. T0 ( p = 0.0543). In addition, a non-significant difference between the two groups was found.

A significant group and learning effect was noted for the organized during, and a non-significant group learning interaction. For organized during, the paired Student T -test showed a significant decrease in the control group and the experimental group (all p < 0.001). The independent Student T -test revealed a non-significant difference between groups at the three-time points.

Results of the motivational dimensions in the control group and the experimental group recorded at T0 and T2 are presented in Table 3 .

Comparison of the four motivational dimensions in two teaching methods in physical education.

For intrinsic motivation, a significant group effect and group learning interaction and also a non-significant learning effect was found. The post-hoc test indicated that the intrinsic motivation decreased significantly in the control group ( p = 0.029), whilst it increased in the experimental group ( p = 0.04). Additionally, the intrinsic motivation of the experimental group was higher at T0 ( p = 0.026) and T2 ( p < 0.001) compared to that of the control group.

For the identified regulation, a significant group effect, a non-significant learning effect and group learning interaction were reported. The paired Student's T -test revealed that from T0 to T1, the identified motivation increased significantly only in the experimental group ( p = 0.022), while it remained unchanged in the control group. The independent Student's T -test revealed that the identified regulation recorded in the experimental group at T0 ( p = 0.012) and T2 ( p < 0.001) was higher compared to that of the control group.

The external regulation presents a significant group effect. In addition, a non-significant learning effect and group learning interaction were reported. The paired Student's T -test showed that the external regulation decreased significantly in the experimental group ( p = 0.038), whereas it remained unchanged in the control group. Further, the independent Student's T -test revealed that the external regulation recorded at T2 was higher in the control group vs. the experimental group ( p < 0.001).

Relating to amotivation, results showed a significant group effect. Furthermore, a non-significant learning effect and group learning interaction were reported. The paired Student's T -test showed that, from T0 to T2, amotivation decreased significantly in the experimental group ( p = 0.011) and did not change in the control group. The independent Student T -test revealed that amotivation recorded at T2 was lower in the experimental compared to the control group ( p = 0.002).

4. Discussion

The main purpose of this study was to compare the effects of the problem-solving vs. traditional method on motivation and learning during physical education courses. The results revealed that the problem-solving method is more effective than the traditional method in increasing students' motivation and improving their learning. Moreover, the results showed that mean wait times and deviant behaviors decreased using the problem-solving method. Interestingly, the average time spent on appropriate engagement increased using the problem-solving method compared to the traditional method. When using the traditional method, the average wait times increased and, as a result, the time spent on appropriate engagement decreased. Then, following the decrease in deviant behaviors and waiting times, an increase in the time spent warming up was evident (i.e., appropriate engagement). Indeed, there was an improvement in engagement time using the problem-solving method and a decrease using the traditional method. On the other hand, there was a decrease in motor engagement 3 in favor of motor engagement 2. Indeed, it has been shown that the problem-solving method has been used in the learning process and allows for its improvement (Docktor et al., 2015 ). In addition, it could also produce better quality solutions and has higher scores on conceptual and problem-solving measures. It is also a good method for the learning process to enhance students' academic performance (Docktor et al., 2015 ; Ali, 2019 ). In contrast, the traditional method limits the ability of teachers to reach and engage all students (Cook and Artino, 2016 ). Furthermore, it produces passive learning with an understanding of basic knowledge which is characterized by its weakness (Goldstein, 2016 ). Taken together, it appears that the problem-solving method promotes and improves learning more than the traditional method.

It should be acknowledged that other factors, such as motivation, could influence learning. In this context, our results showed that the method of problem-solving could improve the motivation of the learners. This motivation includes several variables that change depending on the situation, namely the intrinsic motivation that pushes the learner to engage in an activity for the interest and pleasure linked to the practice of the latter (Komarraju et al., 2009 ; Guiffrida et al., 2013 ; Chedru, 2015 ). The student, therefore, likes to learn through problem-solving and neglects that of the traditional method. These results are concordant with others (Deci and Ryan, 1985 ; Chedru, 2015 ; Ryan and Deci, 2020 ). Regarding the three forms of extrinsic motivation: first, extrinsic motivation by an identified regulation which manifests itself in a high degree of self-determination where the learner engages in the activity because it is important for him (Deci and Ryan, 1985 ; Chedru, 2015 ). This explains the significant difference between the two groups. Then, the motivation by external regulation which is characterized by a low degree of self-determination such as the behavior of the learner is manipulated by external circumstances such as obtaining rewards or the removal of sanctions (Deci and Ryan, 1985 ; Chedru, 2015 ). For this, the means of this variable decreased for the experimental group which is intrinsically motivated. He does not need any reward to work and is not afraid of punishment because he is self-confident. Third, amotivation is at the opposite end of the self-determination continuum. Unmotivated students are the most likely to feel negative emotions (Ratelle et al., 2007 ; David, 2010 ), to have low self-esteem (Deci and Ryan, 1995 ), and who attempts to abandon their studies (Vallerand et al., 1997 ; Blanchard et al., 2005 ). So, more students are motivated by external regulation or demotivated, less interest they show and less effort they make, and more likely they are to fail (Grolnick et al., 1991 ; Miserandino, 1996 ; Guay et al., 2000 ; Blanchard et al., 2005 ).

It is worth noting that there is a close link between motivation and learning (Bessa et al., 2021 ; Rossa et al., 2021 ). Indeed, when the learner's motivation is high, so will his learning. However, all this depends on the method used (Norboev, 2021 ). For example, the method of problem-solving increase motivation more than the traditional method, as evidenced by several researchers (Parish and Treasure, 2003 ; Artino and Stephens, 2009 ; Kim and Frick, 2011 ; Lemos and Veríssimo, 2014 ).

Given the effectiveness of the problem-solving method in improving students' learning and motivation, it should be used during physical education teaching. This could be achieved through the organization of comprehensive training programs, seminars, and workshops for teachers so to master and subsequently be able to use the problem-solving method during physical education lessons.

Despite its novelty, the present study suffers from a few limitations that should be acknowledged. First, a future study, consisting of a group taught using the mixed method would preferable so to better elucidate the true impact of this teaching and learning method. Second, no gender and/or age group comparisons were performed. This issue should be addressed in future investigations. Finally, the number of participants is limited. This may be due to working in a secondary school where the number of students in a class is limited to 30 students. Additionally, the number of participants fell to 53 after excluding certain students (exempted, absent for a session, exercising in civil clubs or member of the school association). Therefore, to account for classes of finite size, a cluster-based trial would be beneficial in the future. Moreover, future studies investigating the effect of the active method in reducing some behaviors (e.g., disruptive behaviors) and for the improvement of pupils' attention are warranted.

5. Conclusion

There was an improvement in student learning in favor of the problem-solving method. Additionally, we found that the motivation of learners who were taught using the problem-solving method was better than that of learners who were educated by the traditional method.

Data availability statement

Ethics statement.

University Research Ethics Board approval was obtained before recruiting participants who were subsequently informed of the nature, objective, methodology, and constraints. Teacher, school director, parental/guardian, and child informed consent was obtained prior to participation in the study. In addition, exclusion criteria included; the practice of handball activity in civil/competitive/amateur clubs or in the high school sports association. Written informed consent to participate in this study was provided by the participants' legal guardian/next of kin.

Author contributions

All authors listed have made a substantial, direct, and intellectual contribution to the work and approved it for publication.

Acknowledgments

Special thanks for all students and physical education teaching staff from the 15 November 1955 Secondary School, who generously shared their time, experience, and materials for the proposes of this study.

Conflict of interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest. The reviewer MJ declared a shared affiliation, with no collaboration, with the authors GE, NS, LM, and KT to the handling editor at the time of review.

Publisher's note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

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How to Integrate Social and Emotional Learning in PE to Improve Classroom Climate

Have you ever been stunned when your best student acts out of character with inappropriate words or actions? When was the last time a student seemingly lost control and did something impulsive that hurt someone else physically or emotionally?

Unfortunately, these types of incidents are becoming more and more prevalent in classrooms across the country. It’s time to integrate social and emotional learning in PE — and throughout the school day.

Social and emotional learning (SEL) enhances students’ ability to succeed in school and beyond by teaching them how to self-regulate their emotions, problem solve, make responsible decisions, maintain positive friendships, and more.

Social and Emotional Learning in PE

Teaching SEL through health and physical education helps students navigate many of the challenges they face each day. It promotes academic achievement and positive social behavior, while reducing conduct problems, substance abuse and emotional distress.

One challenge many physical education teachers have is they don’t know the best way to integrate social and emotional learning in their PE program. Others overlook SEL entirely.

I understand that it seems like “something added to your plate,” but trust me, it will save you and your students valuable learning time throughout the year.

Understanding the value of SEL and the role it can play in developing the whole child, SHAPE America has been proactive and innovative in developing the Crosswalk for SHAPE America National Standards and CASEL SEL Core Competencies , which embeds SEL competencies into the SHAPE America National Standards and Grade Level Outcomes for K-12 Physical Education. 

Using the PE/SEL Crosswalk Document

How do I use the Crosswalk document to integrate SEL and meet PE grade-level outcomes? When planning, I use backward design. I first look at the Crosswalk, SEL competencies, and grade-level outcomes to determine what I want students to achieve.

Using my knowledge of students, I plan developmentally appropriate activities that will meet the needs of those students.

For example, one grade-level outcome for third grade is “Describes the positive social interactions that come when engaged with others in physical activity” (S5.E4.3). To meet this, I created a partner “copycat” activity where one student led an exercise/dance while the other copied, then switched roles.

The activity ended with a partner discussion. As I walked around with my rubric, I listened as students shared how much fun they had because they were able to be creative, express themselves using their own funny faces, and socially interact. They felt important when they were the leader (voice/choice).

These discussions, along with a Plicker self-assessment at the end, allowed me and the students to know whether they met that grade-level outcome.

Improving Classroom Climate

One way to see significant results when trying to create a positive classroom climate is by planning purposeful lessons that naturally embed SEL competencies within the PE curriculum rather than simply adding an SEL strategy at the last minute.

Creating a student-centered environment where students apply these concepts within activities helps deepen understanding and increases the chance of retaining the information. It’s also important to establish strong relationships with students. Take time to get to know each child individually. Ten years from now, they might not remember each lesson you taught them, but they will remember how you made them feel.

At my school, I start by teaching my students grade-level outcomes relating to SEL to establish a positive, welcoming culture. Then, I revisit them frequently after that month. Below is a planning progression (created by Casey Barclay and Joe Burch ) that I use to develop my first month’s curriculum, as well as examples of activities I use.

Level 1: Building a Classroom Community I have students answer ice-breaker questions like “What superhero power would you choose and why?” New friendships develop as students quickly discover they have more in common than they thought. This is also where I share a bit about myself and show my students that I am a real person too.

Level 2: Communication We practice using a positive tone of voice when things don’t go as planned, which helps students better handle future disagreements. We play “Line Your Manners” (from Randy Spring ), where students practice approaching others, greeting them by name and with a handshake, playing “Rock, Paper, Scissors,” and showing empathy as the winner lets the other pass.

Level 3: Cooperation We practice by doing many team-building activities. One example is “Hula Hut Relays,” where students have six hula-hoops and must work together to build a hula hut as fast as possible.

Level 4: Problem-Solving Students use “Rock, Paper, Scissors” to solve small problems. For practice I have them do a warm-up called “Run the Bases,” where students challenge others at their base to a “Rock, Paper, Scissors” match. They finish with a handshake, and the winner gets to move on to the next base while the other student challenges someone new at the same base. Bigger problems are solved at the “Conflict Corner” (see below). Being proactive and having students practice this method early on gets them familiar with it, so they can easily use the method to solve problems during future activities.

Level 5: Trust We do an activity where every student holds an Uno card face out on their forehead (without looking), and everyone must silently find their group based on their color. Students have to trust each other that they are being sent to the correct group.

By proactively teaching SEL competencies and using these levels, students learn real-world skills that will benefit them now and in the future.

Use Visuals to Convey SEL Concepts

Having visuals for students to see and use in your learning space can help as well. Here are four posters I have in my PE room. They convey significant skills and concepts that can be transferred to other settings.

We reference these posters daily. They help my classroom run smoothly, while also helping students develop competency in many SEL skills and grade-level outcomes.

Poster 1: “The Good Sport Code” (from Ben Landers ), emphasizing being grateful for playing, and how to congratulate opponents if they win.

Poster 2: “Be the Nice Kid.” Don’t worry about comparing yourself to others. Be nice and everything else will fall into place.

Poster 3: “Calm Corner” (from Dan Hill), where students can visit to calm down if needed, teaching self-regulation and coping skills.

Poster 4: “Conflict Corner” (from Ben Landers ), where students can visit and solve conflicts with another student. They realize they don’t need me to solve everything. After all, they will have to do this on their own in the real world, so I might as well prepare them now.

End-of-Class SEL Integration

Near the end of each lesson, I have students complete an exit ticket. Below is a Plickers student self-assessment example I have used (from Ross Chakrian ). These self-assessments hold students accountable for their actions, while also giving me an opportunity to meet privately with students who answered differently than what I observed, clarifying any confusion.

We finish each class with a “Mindful Minute,” which I learned from SHAPE America’s health. moves. minds. ® program . I have students close their eyes and listen to peaceful music. Students pretend to be in their “happy place” and we focus on breathing in through the nose and out through the mouth, which helps them calm down before heading back to their classroom.

Additional Resources

• Incorporate SEL with SHAPE America’s health. moves. minds. ® program
• Tips for Teaching SEL in Your Skills-Based Health Classroom
• Social Justice, Equity, Diversity, Inclusion, SEL
• Social and Emotional Learning: What Health and Physical Educators Should Know
• Crosswalk for SHAPE America National Standards and CASEL SEL Competencies

Kyle Bragg is a National Board Certified Teacher, as well as the 2018 Arizona Elementary PE Teacher of the Year. He received his bachelor’s degree at Illinois State University and his master’s degree from Nova Southeastern University. Kyle utilizes technology to create developmentally appropriate lessons, which allow students to experience success and improve their physical literacy. Follow him on Twitter @ElemPE1 .

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• 1 High Institute of Sport and Physical Education of Sfax, University of Sfax, Sfax, Tunisia
• 2 Research Unit of the National Sports Observatory (ONS), Tunis, Tunisia
• 3 Research Laboratory: Education, Motricity, Sport and Health, EM2S, LR19JS01, University of Sfax, Sfax, Tunisia
• 4 Department of Neuroscience, Rehabilitation, Ophthalmology, Genetics, Maternal and Child Health (DINOGMI), University of Genoa, Genoa, Italy
• 5 Centre for Intelligent Healthcare, Coventry University, Coventry, United Kingdom
• 6 Laboratory for Industrial and Applied Mathematics, Department of Mathematics and Statistics, York University, Toronto, ON, Canada
• 7 High Institute of Sport and Physical Education of Ksar Saîd, University Manouba, UMA, Manouba, Tunisia

Background: In pursuit of quality teaching and learning, teachers seek the best method to provide their students with a positive educational atmosphere and the most appropriate learning conditions.

Objectives: The purpose of this study is to compare the effects of the problem-solving method vs. the traditional method on motivation and learning during physical education courses.

Methods: Fifty-three students ( M age 15 ± 0.1 years), in their 1st year of the Tunisian secondary education system, voluntarily participated in this study, and randomly assigned to a control or experimental group. Participants in the control group were taught using the traditional methods, whereas participants in the experimental group were taught using the problem-solving method. Both groups took part in a 10-hour experiment over 5 weeks. To measure students' situational motivation, a questionnaire was used to evaluate intrinsic motivation, identified regulation, external regulation, and amotivation during the first (T0) and the last sessions (T2). Additionally, the degree of students' learning was determined via video analyses, recorded at T0, the fifth (T1), and T2.

Results: Motivational dimensions, including identified regulation and intrinsic motivation, were significantly greater (all p < 0.001) in the experimental vs. the control group. The students' motor engagement in learning situations, during which the learner, despite a degree of difficulty performs the motor activity with sufficient success, increased only in the experimental group ( p < 0.001). The waiting time in the experimental group decreased significantly at T1 and T2 vs. T0 (all p < 0.001), with lower values recorded in the experimental vs. the control group at the three-time points (all p < 0.001).

Conclusions: The problem-solving method is an efficient strategy for motor skills and performance enhancement, as well as motivation development during physical education courses.

1. Introduction

The education of children is a sensitive and poignant subject, where the wellbeing of the child in the school environment is a key issue ( Ergül and Kargin, 2014 ). For this, numerous research has sought to find solutions to the problems of the traditional method, which focuses on the teacher as an instructor, giver of knowledge, arbiter of truth, and ultimate evaluator of learning ( Ergül and Kargin, 2014 ; Cunningham and Sood, 2018 ). From this perspective, a teachers' job is to present students with a designated body of knowledge in a predetermined order ( Arvind and Kusum, 2017 ). For them, learners are seen as people with “knowledge gaps” that need to be filled with information. In this method, teaching is conceived as the act of transmitting knowledge from point A (responsible for the teacher) to point B (responsible for the students; Arvind and Kusum, 2017 ). According to Novak (2010) , in the traditional method, the teacher is the one who provokes the learning.

The traditional method focuses on lecture-based teaching as the center of instruction, emphasizing delivery of program and concept ( Johnson, 2010 ; Ilkiw et al., 2017 ; Dickinson et al., 2018 ). The student listens and takes notes, passively accepts and receives from the teacher undifferentiated and identical knowledge ( Bi et al., 2019 ). Course content and delivery are considered most important, and learners acquire knowledge through exercise and practice ( Johnson et al., 1998 ). In the traditional method, academic achievement is seen as the ability of students to demonstrate, replicate, or convey this designated body of knowledge to the teacher. It is based on a transmissive model, the teacher contenting themselves with exchanging and transmitting information to the learner. Here, only the “knowledge” and “teacher” poles of the pedagogical triangle are solicited. The teacher teaches the students, who play the role of the spectator. They receive information without participating in its creation ( Perrenoud, 2003 ). For this, researchers invented a new student-centered method with effects on improving students' graphic interpretation skills and conceptual understanding of kinematic motion represent an area of contemporary interest ( Tebabal and Kahssay, 2011 ). Indeed, in order to facilitate the process of knowledge transfer, teachers should use appropriate methods targeted to specific objectives of the school curricula.

For instance, it has been emphasized that the effectiveness of any educational process as a whole relies on the crucial role of using a well-designed pedagogical (teaching and/or learning) strategy ( Kolesnikova, 2016 ).

Alternate to a traditional method of teaching, Ergül and Kargin (2014 ), proposed the problem-solving method, which represents one of the most common student-centered learning strategies. Indeed, this method allows students to participate in the learning environment, giving them the responsibility for their own acquisition of knowledge, as well as the opportunity for the understanding and structuring of diverse information.

For Cunningham and Sood (2018) , the problem-solving method may be considered a fundamental tool for the acquisition of new knowledge, notably learning transfer. Moreover, the problem-solving method is purportedly efficient for the development of manual skills and experiential learning ( Ergül and Kargin, 2014 ), as well as the optimization of thinking ability. Additionally, the problem-solving method allows learners to participate in the learning environment, while giving them responsibility for their learning and making them understand and structure the information ( Pohan et al., 2020 ). In this context, Ali (2019) reported that, when faced with an obstacle, the student will have to invoke his/her knowledge and use his/her abilities to “break the deadlock.” He/she will therefore make the most of his/her potential, but also share and exchange with his/her colleagues ( Ali, 2019 ). Throughout the process, the student will learn new concepts and skills. The role of the teacher is paramount at the beginning of the activity, since activities will be created based on problematic situations according to the subject and the program. However, on the day of the activity, it does not have the main role, and the teacher will guide learners in difficulty and will allow them to manage themselves most of the time ( Ali, 2019 ).

The problem-solving method encourages group discussion and teamwork ( Fidan and Tuncel, 2019 ). Additionally, in this pedagogical approach, the role of the teacher is a facilitator of learning, and they take on a much more interactive and less rebarbative role ( Garrett, 2008 ).

For the teaching method to be effective, teaching should consist of an ongoing process of making desirable changes among learners using appropriate methods ( Ayeni, 2011 ; Norboev, 2021 ). To bring about positive changes in students, the methods used by teachers should be the best for the subject to be taught ( Adunola et al., 2012 ). Further, suggests that teaching methods work effectively, especially if they meet the needs of learners since each learner interprets and answers questions in a unique way. Improving problem-solving skills is a primary educational goal, as is the ability to use reasoning. To acquire this skill, students must solve problems to learn mathematics and problem-solving ( Hu, 2010 ); this encourages the students to actively participate and contribute to the activities suggested by the teacher. Without sufficient motivation, learning goals can no longer be optimally achieved, although learners may have exceptional abilities. The method of teaching employed by the teachers is decisive to achieve motivational consequences in physical education students ( Leo et al., 2022 ). Pérez-Jorge et al. (2021 ) posited that given we now live in a technological society in which children are used to receiving a large amount of stimuli, gaining and maintaining their attention and keeping them motivated at school becomes a challenge for teachers.

Fenouillet (2012) stated that academic motivation is linked to resources and methods that improve attention for school learning. Furthermore, Rolland (2009) and Bessa et al. (2021) reported a link between a learner's motivational dynamics and classroom activities. The models of learning situations, where the student is the main actor, directly refers to active teaching methods, and that there is a strong link between motivation and active teaching ( Rossa et al., 2021 ). In the same context, previous reports assert that the motivation of students in physical education is an important factor since the intra-individual motivation toward this discipline is recognized as a major determinant of physical activity for students ( Standage et al., 2012 ; Luo, 2019 ; Leo et al., 2022 ). Further, extensive research on the effectiveness of teaching methods shows that the quality of teaching often influences the performance of learners ( Norboev, 2021 ). Ayeni (2011) reported that education is a process that allows students to make changes desirable to achieve specific results. Thus, the consistency of teaching methods with student needs and learning influences student achievement. This has led several researchers to explore the impact of different teaching strategies, ranging from traditional methods to active learning techniques that can be used such as the problem-solving method ( Skinner, 1985 ; Darling-Hammond et al., 2020 ).

In the context of innovation, Blázquez (2016 ) emphasizes the importance of adopting active methods and implementing them as the main element promoting the development of skills, motivation and active participation. Pedagogical models are part of the active methods which, together with model-based practice, replace traditional teaching ( Hastie and Casey, 2014 ; Casey et al., 2021 ). Thus, many studies have identified pedagogical models as the most effective way to place students at the center of the teaching-learning process ( Metzler, 2017 ), making it possible to assess the impact of physical education on learning students ( Casey, 2014 ; Rivera-Pérez et al., 2020 ; Manninen and Campbell, 2021 ). Since each model is designed to focus on a specific program objective, each model has limitations when implemented in isolation ( Bunker and Thorpe, 1982 ; Rivera-Pérez et al., 2020 ). Therefore, focusing on developing students' social and emotional skills and capacities could help them avoid failure in physical education ( Ang and Penney, 2013 ). Thus, the current emergence of new pedagogical models goes with their hybridization with different methods, which is a wave of combinations proposed today as an innovative pedagogical strategy. The incorporation of this type of method in the current education system is becoming increasingly important because it gives students a greater role, participation, autonomy and self-regulation, and above all it improves their motivation ( Puigarnau et al., 2016 ). The teaching model of personal and social responsibility, for example, is closely related to the sports education model because both share certain approaches to responsibility ( Siedentop et al., 2011 ). One of the first studies to use these two models together was Rugby ( Gordon and Doyle, 2015 ), which found significant improvements in student behavior. Also, the recent study by Menendez and Fernandez-Rio (2017) on educational kickboxing.

Previous studies have indicated that hybridization can increase play, problem solving performance and motor skills ( Menendez and Fernandez-Rio, 2017 ; Ward et al., 2021 ) and generate positive psychosocial consequences, such as pleasure, intention to be physically active and responsibility ( Dyson and Grineski, 2001 ; Menendez and Fernandez-Rio, 2017 ).

But despite all these research results, the picture remains unclear, and it remains unknown which method is more effective in improving students' learning and motivation. Given the lack of published evidence on this topic, the aim of this study was to compare the effects of problem-solving vs. the traditional method on students' motivation and learning.

We hypothesized would that the problem-solving method would be more effective in improving students' motivation and learning better than the traditional method.

2. Materials and method

2.1. participants.

Fifty-three students, aged 15–16 ( M age 15 ± 0.1 years), in their 1st year of the Tunisian secondary education system, voluntarily participated in this study. All participants were randomly chosen. Repeating students, those who practice handball activity in civil/competitive/amateur clubs or in the high school sports association, and students who were absent, even for one session, were excluded. The first class consisted of 30 students (16 boys and 14 girls), who represented the experimental group and followed basic courses on a learning method by solving problems. The second class consisted of 23 students (10 boys and 13 girls), who represented the control group and followed the traditional teaching method. The total duration was spread over 5 weeks, or two sessions per week and each session lasted 50 min.

University research ethics board approval (CPPSUD: 0295/2021) was obtained before recruiting participants who were subsequently informed of the nature, objective, methodology, and constraints. Teacher, school director, parental/guardian, and child informed consent was obtained prior to participation in the study.

2.2. Procedure

Before the start of the experiment, the participants were familiarized with the equipment and the experimental protocol in order to ensure a good learning climate. For this and to mitigate the impact of the observer and the cameras on the students, the two researchers were involved prior to the data collection in a week of familiarization by making test recordings with the classes concerned.

An approach of a teaching cycle consisting of 10 sessions spread over 5 weeks, amounting to two sessions per week. Physical education classes were held in the morning from 8 a.m. to 9 a.m., with a single goal for each session that lasted 50 min. The cyclic programs were produced by the teacher responsible for carrying out the experiment with 18 years of service. To do this, the students had the same lessons with the same objectives, only pedagogy that differs: the experimental group worked using problem-solving pedagogy, while the control group was confronted with traditional pedagogy. The sessions took place in a handball field 40 m long and 20 m wide. Examples of training sessions using the problem-solving pedagogy and the traditional pedagogy are presented in Table 1 . In addition, a motivation questionnaire, the Situational Motivation Scale (SIMS; Guay et al., 2000 ), was administered to learners at the end of the session (i.e., in the beginning, and end of the cycle). Each student answered the questions alone and according to their own ideas. This questionnaire was taken in a classroom to prevent students from acting abnormally during the study. It lasted for a maximum of 10 min.

Table 1 . Example of activities for the different sessions.

Two diametrically opposed cameras were installed so to film all the movements and behaviors of each student and teacher during the three sessions [(i) test at the start of the cycle (T0), (ii) in the middle of the cycle (T1), and (iii) test at the end of the cycle (T2)]. These sessions had the same content and each consisted of four phases: the getting started, the warm-up, the work up (which consisted of three situations: first, the work was goes up the ball to two to score in the goal following a shot. Second, the same principle as the previous situation but in the presence of a defender. Finally, third, a match 7 ≠ 7), and the cooling down These recordings were analyzed using a Learning Time Analysis System grid (LTAS; Brunelle et al., 1988 ). This made it possible to measure individual learning by coding observable variables of the behavior of learners in a learning situation.

2.3. Data collection and analysis

2.3.1. the motivation questionnaire.

In this study, in order to measure the situational motivation of students, the situational motivation scale (SIMS; Guay et al., 2000 ), which used. This questionnaire assesses intrinsic motivation, identified regulation, external regulation and amotivation. SIMS has demonstrated good reliability and factor validity in the context of physical education in adolescents ( Lonsdale et al., 2011 ). The participants received exact instructions from the researchers in accordance with written instructions on how to conduct the data collection. Participants completed the SIMS anonymously at the start of a physical education class. All students had the opportunity to write down their answers without being observed and to ask questions if anything was unclear. To minimize the tendency to give socially desirable answers, they were asked to answer as honestly as possible, with the confidence that the teacher would not be able to read their answers and that their grades would not be affected by how they responded. The SIMS questionnaire was filled at T0 and T2. This scale is made up of 16 items divided into four dimensions: intrinsic motivation, identified regulation, external regulation and amotivation. Each item is rated on a 7-point Likert scale ranging from 1 (which is the weakest factor) “not at all” to 7 (which is the strongest factor) “exactly matches.”

In order to assess the internal consistency of the scales, a Cronbach alpha test was conducted ( Cronbach, 1951 ). The internal consistency of the scales was acceptable with reliability coefficients ranging from 0.719 to 0.87. The coefficient of reliability was 0.8.

In the present study, Cronbach's alphas were: intrinsic motivation = 0.790; regulation identified = 0.870; external regulation = 0.749; and amotivation = 0.719.

2.3.2. Camcorders

The audio-visual data collection was conducted using two Sony camcorders (Model; Handcam 4K) with a wireless microphone with a DJ transmitter-receiver (VHF 10HL F4 Micro HF) with a range of 80 m ( Maddeh et al., 2020 ). The collection took place over a period of 5 weeks, with three captures for each class (three sessions of 50 min for each at T0, T1, and T2). Two researchers were trained in the procedures and video capture techniques. The cameras were positioned diagonally, in order to film all the behavior of the students and teacher on the set.

2.3.3. The Learning Time Analysis System (LTAS)

To measure the degree of student learning, the analysis of videos recorded using the LTAS grid by Brunelle et al. (1988) was used, at T0, T1, and T2. This observation system with predetermined categories uses the technique of observation by small intervals (i.e., 6 s) and allows to measure individual learning by coding observable variables of their behaviors when they have been in a learning situation. This grid also permits the specification of the quantity and quality with which the participants engaged in the requested work and was graded, broadly, on two characteristics: the type of situation offered to the group by the teacher and the behavior of the target participant. The situation offered to the group was subdivided into three parts: preparatory situations; knowledge development situations, and motor development situations.

The observations and coding of behaviors are carried out “at intervals.” This technique is used extensively in research on behavior analysis. The coder observes the teaching situation and a particular student during each interval ( Brunelle et al., 1988 ). It then makes a decision concerning the characteristic of the observed behavior. The 6-s observation interval is followed by a coding interval of 6 s too. A cassette tape recorder is used to regulate the observation and recording intervals. It is recorded for this purpose with the indices “observe” and “code” at the start of each 6-s period. During each coding unit, the observer answered the following questions: What is the type of situation in which the class group finds itself? If the class group is in a learning situation proper, in what form of commitment does the observed student find himself? The abbreviations representing the various categories of behavior have been entered in the spaces which correspond to them. The coder was asked to enter a hyphen instead of the abbreviation when the same categories of behavior follow one another in consecutive intervals ( Brunelle et al., 1988 ).

During the preparatory period, the following behaviors were identified and analyzed:

- Deviant behavior: The student adopts a behavior incompatible with a listening attitude or with the smooth running of the preparatory situations.

- Waiting time: The student is waiting without listening or observing.

- Organized during: The student is involved in a complementary activity that does not represent a contribution to learning (e.g., regaining his place in a line, fetching a ball that has just left the field, replacing a piece of equipment).

During the motor development situations, the following behaviors were identified and analyzed:

- Motor engagement 1: The participant performs the motor activity with such easy that it can be inferred that their actions have little chance to engage in a learning process.

- Motor engagement 2: The participant-despite a certain degree of difficulty, performs the motor activity with sufficient success, which makes it possible to infer that they are in the process of learning.

- Motor engagement 3: The participant performs the motor activity with such difficulty that their efforts have very little chance of being part of a learning process.

2.4. Statistical analysis

Statistical tests were performed using statistical software 26.0 for windows (SPSS, Inc, Chicago, IL, USA). Data are presented in text and tables as means ± standard deviations and in figures as means and standard errors. Once the normal distribution of data was confirmed by the Shapiro-Wilk W -test, parametric tests were performed. Analysis of the results was performed using a mixed 2-way analysis of variance (ANOVA): Groups × Time with repeated measures.

For the learning parameters, the ANOVA took the following form: 2 Groups (Control Group vs. Experimental Group) × 3 Times (T0, T1, and T2).

For the dimensions of motivation, the ANOVA took the following form: 2 Groups (Control Group vs. Experimental Group) × 2 Time (T0 vs. T2).

In instances where the ANOVA showed a significant effect, a Bonferroni post-hoc test was applied in order to compare the experimental data in pairs, otherwise by an independent or paired Student's T -test. Effect sizes were calculated as partial eta-squared η p 2 to estimate the meaningfulness of significant findings, where η p 2 values of 0.01, 0.06, and 0.13 represent small, moderate, and large effect sizes, respectively ( Lakens, 2013 ). All observed differences were considered statistically significant for a probability threshold lower than p < 0.05.

Table 2 shows the results of learning variables during the preparatory and the development learning periods at T0, T1, and T2, in the control group and the experimental group.

Table 2 . Comparison of learning variables using two teaching methods in physical education.

The analysis of variance of two factors with repeated measures showed a significant effect of group, learning, and group learning interaction for the deviant behavior. The post-hoc test revealed significantly less frequent deviant behaviors in the experimental than in the control group at T0, T1, and T2 (all p < 0.001). Additionally, the deviant behavior decreased significantly at T1 and T2 compared to T0 for both groups (all p < 0.001).

For appropriate engagement, there were no significant group effect, a significant learning effect, and a significant group learning interaction effect. The post-hoc test revealed that compared to T0, Appropriate engagement recorded at T1 and T2 increased significantly ( p = 0.032; p = 0.031, respectively) in the experimental group, whilst it decreased significantly in the control group ( p < 0.001). Additionally, Appropriate engagement was higher in the experimental vs. control group at T1 and T2 (all p < 0.001).

For waiting time, a significant interaction in terms of group effect, learning, and group learning was found. The post-hoc test revealed that waiting time was higher at T1 and T2 vs. T0 (all p < 0.001) in the control group. In addition, waiting time in the experimental group decreased significantly at T1 and T2 vs. T0 (all p < 0.001), with higher values recorded at T2 vs. T1 ( p = 0.025). Additionally, lower values were recorded in the experimental group vs. the control group at the three-time points (all p < 0.001).

For Motor engagement 2, a significant group, learning, and group-learning interaction effect was noted. The post-hoc test revealed that Motor engagement 2 increased significantly in both groups at T1 ( p < 0.0001) and T2 ( p < 0.0001) vs. T0 ( p = 0.045), with significantly higher values recorded in the experimental group at T1 and T2.

Regarding Motor engagement 3, a non-significant group effect was reported. Contrariwise, a significant learning effect and group learning interaction was reported ( Table 1 ). The post-hoc test revealed a significant decrease in the control group and the experimental group at T1 ( p = 0.294) at T2 ( p = 0.294) vs. T0 ( p = 0.0543). In addition, a non-significant difference between the two groups was found.

A significant group and learning effect was noted for the organized during, and a non-significant group learning interaction. For organized during, the paired Student T -test showed a significant decrease in the control group and the experimental group (all p < 0.001). The independent Student T -test revealed a non-significant difference between groups at the three-time points.

Results of the motivational dimensions in the control group and the experimental group recorded at T0 and T2 are presented in Table 3 .

Table 3 . Comparison of the four motivational dimensions in two teaching methods in physical education.

For intrinsic motivation, a significant group effect and group learning interaction and also a non-significant learning effect was found. The post-hoc test indicated that the intrinsic motivation decreased significantly in the control group ( p = 0.029), whilst it increased in the experimental group ( p = 0.04). Additionally, the intrinsic motivation of the experimental group was higher at T0 ( p = 0.026) and T2 ( p < 0.001) compared to that of the control group.

For the identified regulation, a significant group effect, a non-significant learning effect and group learning interaction were reported. The paired Student's T -test revealed that from T0 to T1, the identified motivation increased significantly only in the experimental group ( p = 0.022), while it remained unchanged in the control group. The independent Student's T -test revealed that the identified regulation recorded in the experimental group at T0 ( p = 0.012) and T2 ( p < 0.001) was higher compared to that of the control group.

The external regulation presents a significant group effect. In addition, a non-significant learning effect and group learning interaction were reported. The paired Student's T -test showed that the external regulation decreased significantly in the experimental group ( p = 0.038), whereas it remained unchanged in the control group. Further, the independent Student's T -test revealed that the external regulation recorded at T2 was higher in the control group vs. the experimental group ( p < 0.001).

Relating to amotivation, results showed a significant group effect. Furthermore, a non-significant learning effect and group learning interaction were reported. The paired Student's T -test showed that, from T0 to T2, amotivation decreased significantly in the experimental group ( p = 0.011) and did not change in the control group. The independent Student T -test revealed that amotivation recorded at T2 was lower in the experimental compared to the control group ( p = 0.002).

4. Discussion

The main purpose of this study was to compare the effects of the problem-solving vs. traditional method on motivation and learning during physical education courses. The results revealed that the problem-solving method is more effective than the traditional method in increasing students' motivation and improving their learning. Moreover, the results showed that mean wait times and deviant behaviors decreased using the problem-solving method. Interestingly, the average time spent on appropriate engagement increased using the problem-solving method compared to the traditional method. When using the traditional method, the average wait times increased and, as a result, the time spent on appropriate engagement decreased. Then, following the decrease in deviant behaviors and waiting times, an increase in the time spent warming up was evident (i.e., appropriate engagement). Indeed, there was an improvement in engagement time using the problem-solving method and a decrease using the traditional method. On the other hand, there was a decrease in motor engagement 3 in favor of motor engagement 2. Indeed, it has been shown that the problem-solving method has been used in the learning process and allows for its improvement ( Docktor et al., 2015 ). In addition, it could also produce better quality solutions and has higher scores on conceptual and problem-solving measures. It is also a good method for the learning process to enhance students' academic performance ( Docktor et al., 2015 ; Ali, 2019 ). In contrast, the traditional method limits the ability of teachers to reach and engage all students ( Cook and Artino, 2016 ). Furthermore, it produces passive learning with an understanding of basic knowledge which is characterized by its weakness ( Goldstein, 2016 ). Taken together, it appears that the problem-solving method promotes and improves learning more than the traditional method.

It should be acknowledged that other factors, such as motivation, could influence learning. In this context, our results showed that the method of problem-solving could improve the motivation of the learners. This motivation includes several variables that change depending on the situation, namely the intrinsic motivation that pushes the learner to engage in an activity for the interest and pleasure linked to the practice of the latter ( Komarraju et al., 2009 ; Guiffrida et al., 2013 ; Chedru, 2015 ). The student, therefore, likes to learn through problem-solving and neglects that of the traditional method. These results are concordant with others ( Deci and Ryan, 1985 ; Chedru, 2015 ; Ryan and Deci, 2020 ). Regarding the three forms of extrinsic motivation: first, extrinsic motivation by an identified regulation which manifests itself in a high degree of self-determination where the learner engages in the activity because it is important for him ( Deci and Ryan, 1985 ; Chedru, 2015 ). This explains the significant difference between the two groups. Then, the motivation by external regulation which is characterized by a low degree of self-determination such as the behavior of the learner is manipulated by external circumstances such as obtaining rewards or the removal of sanctions ( Deci and Ryan, 1985 ; Chedru, 2015 ). For this, the means of this variable decreased for the experimental group which is intrinsically motivated. He does not need any reward to work and is not afraid of punishment because he is self-confident. Third, amotivation is at the opposite end of the self-determination continuum. Unmotivated students are the most likely to feel negative emotions ( Ratelle et al., 2007 ; David, 2010 ), to have low self-esteem ( Deci and Ryan, 1995 ), and who attempts to abandon their studies ( Vallerand et al., 1997 ; Blanchard et al., 2005 ). So, more students are motivated by external regulation or demotivated, less interest they show and less effort they make, and more likely they are to fail ( Grolnick et al., 1991 ; Miserandino, 1996 ; Guay et al., 2000 ; Blanchard et al., 2005 ).

It is worth noting that there is a close link between motivation and learning ( Bessa et al., 2021 ; Rossa et al., 2021 ). Indeed, when the learner's motivation is high, so will his learning. However, all this depends on the method used ( Norboev, 2021 ). For example, the method of problem-solving increase motivation more than the traditional method, as evidenced by several researchers ( Parish and Treasure, 2003 ; Artino and Stephens, 2009 ; Kim and Frick, 2011 ; Lemos and Veríssimo, 2014 ).

Given the effectiveness of the problem-solving method in improving students' learning and motivation, it should be used during physical education teaching. This could be achieved through the organization of comprehensive training programs, seminars, and workshops for teachers so to master and subsequently be able to use the problem-solving method during physical education lessons.

Despite its novelty, the present study suffers from a few limitations that should be acknowledged. First, a future study, consisting of a group taught using the mixed method would preferable so to better elucidate the true impact of this teaching and learning method. Second, no gender and/or age group comparisons were performed. This issue should be addressed in future investigations. Finally, the number of participants is limited. This may be due to working in a secondary school where the number of students in a class is limited to 30 students. Additionally, the number of participants fell to 53 after excluding certain students (exempted, absent for a session, exercising in civil clubs or member of the school association). Therefore, to account for classes of finite size, a cluster-based trial would be beneficial in the future. Moreover, future studies investigating the effect of the active method in reducing some behaviors (e.g., disruptive behaviors) and for the improvement of pupils' attention are warranted.

5. Conclusion

There was an improvement in student learning in favor of the problem-solving method. Additionally, we found that the motivation of learners who were taught using the problem-solving method was better than that of learners who were educated by the traditional method.

Data availability statement

The original contributions presented in the study are included in the article/supplementary material, further inquiries can be directed to the corresponding author.

Ethics statement

University Research Ethics Board approval was obtained before recruiting participants who were subsequently informed of the nature, objective, methodology, and constraints. Teacher, school director, parental/guardian, and child informed consent was obtained prior to participation in the study. In addition, exclusion criteria included; the practice of handball activity in civil/competitive/amateur clubs or in the high school sports association. Written informed consent to participate in this study was provided by the participants' legal guardian/next of kin.

Author contributions

All authors listed have made a substantial, direct, and intellectual contribution to the work and approved it for publication.

Acknowledgments

Special thanks for all students and physical education teaching staff from the 15 November 1955 Secondary School, who generously shared their time, experience, and materials for the proposes of this study.

Conflict of interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

The reviewer MJ declared a shared affiliation, with no collaboration, with the authors GE, NS, LM, and KT to the handling editor at the time of review.

Publisher's note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

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Keywords: problem-solving method, traditional method, motivation, learning, students

Citation: Ezeddine G, Souissi N, Masmoudi L, Trabelsi K, Puce L, Clark CCT, Bragazzi NL and Mrayah M (2023) The problem-solving method: Efficacy for learning and motivation in the field of physical education. Front. Psychol. 13:1041252. doi: 10.3389/fpsyg.2022.1041252

Received: 10 September 2022; Accepted: 15 December 2022; Published: 25 January 2023.

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Copyright © 2023 Ezeddine, Souissi, Masmoudi, Trabelsi, Puce, Clark, Bragazzi and Mrayah. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

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PE can do much more than keep children fit – but its many benefits are often overlooked

Director of the Institute of Coaching and Performance, University of Central Lancashire

Lecturer in Physical Education, University of Central Lancashire

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There are growing concerns about the long-term effects of the COVID-19 pandemic on children and young people.

In some cases, the legacy of the pandemic may be with us already. Teachers and school leaders are increasingly worried about the amount of catch up work pupils will need to offset their lost learning. We are starting to learn more about the social and emotional cost of the pandemic . Support is needed for a generation of young people who have lost a significant stage of their development.

Physical Education (PE) is ideally placed to support children’s all-round development. As well as developing physical skills, PE teaches children intellectual skills, helps them navigate complex social situations, and nurtures their emotional development. However, these wide-ranging benefits are often overlooked, and PE is regularly underutilised as an educational tool.

More than exercise

During the national lockdown, fitness coach Joe Wicks’s online exercise classes for children drew national attention to the importance of physical activity and its associated benefits, such as increased mobility and better mental health. Getting children moving during lockdown is commendable, especially in response to high obesity levels in England.

However, the decision to label these classes “ PE with Joe ” reinforces a narrow understanding of what PE is and what it is capable of. Wicks’s classes provided an inspiring and engaging opportunity for physical exercise, but did not – and perhaps never could – capture the essence of physical education.

The wide-ranging benefits of physical activity are frequently used to justify PE’s place in the curriculum .

However, PE should be a key part of the school curriculum for its unique potential to support whole-child development, which includes but is not limited to the promotion of physical health.

Multiple benefits

The interactive and collaborative nature of PE can foster self-confidence, empathy and understanding by encouraging children to work together and support each other. An exercise class, which takes a one-way instructional approach, invariably lacks the opportunities for these aspects of learning to take place.

PE encourages pupils to be creative, solve problems, and plan for the future. By working together, pupils can address physical and intellectual challenges while learning to communicate and manage risk and conflict.

An example would be children creating their own physical game, its rules, equipment, and space requirements. The children would allocate group roles and take ownership of their own learning by planning the game, implementing it, and supporting others’ engagement with it. Finally, they would reflect on the impact of the game on themselves and others.

Alongside the physical development outcomes the activity would provide, this approach would also contribute to cognitive development, through decision making, problem solving and organising. It would encourage social awareness – through communication, sharing and understanding – and foster emotional development, helping children develop confidence, self-awareness and motivation.

PE can also contribute to pupils’ language and writing skills. For instance, pupils could engage in PE-related research activities, such as exploring the historical context behind the Olympic Games, how it has evolved over time, and go on to present their findings. They could read and write PE-related poetry . These opportunities may have been underutilised or ignored during lockdown.

These social and emotional attributes should run in parallel and complement the physical and cognitive outputs most frequently associated with PE, such as fitness, skill development, leadership and resilience. Unfortunately, this is not the popular view of PE, as it is often viewed as just sport, play or games .

Better support for schools and teachers is needed to harness the full spectrum of learning potential PE provides. A starting point is to broaden understanding about the role PE can play in schools.

Not just games

PE teachers’ values, beliefs and practices like many others in society are often nested in their own sporting backgrounds and experiences. The reality of PE in schools is that it continues to be dominated by sporting activities such as football, hockey, netball and rugby. However, this focus on sport performance is potentially limiting the holistic potential of PE.

The learning intentions for PE in this post-lockdown era should be constructed to develop the life and learning skills that children have missed out on during their social isolation.

Teachers and schools should be encouraged to be brave, and incorporate tasks promoting speaking skills , literacy and arts-based work into PE classes.

In order to successfully counter the learning losses during lockdown, we need to think differently about the place of PE in schools and the value it can provide to children. Only then will PE be prioritised, not pushed aside, in schools and society.

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Why is PE so Important and are Schools Doing Enough?

• October 31st, 2018
• Physical Education , Learning , Development , Schools , Health , Fitness

As activity rates decrease, obesity levels continue to rise and mental health becomes an increasingly prominent topic, we have to ask is enough being done in schools to promote a healthy, active lifestyle?

These days, there is no shortage of evidence supporting the value of physical activity - improved confidence and mental health, increased concentration and obvious physical benefits, yet PE in schools is still being seen as a disposable asset.

Since 2012, the Youth Sports Trust found that 38% of English secondary schools have cut timetabled PE lessons, instead focussing on extra tuition for academic subjects, fuelled by exam pressures.

Schools are prioritising academic subjects to the detriment of PE in hunt for improved grades. However when you delve deeper into the effects physical activity can have, the reduced hours may actually be having the reverse effect.

Exercise has been proven to improve concentration and it is a scientific fact that it increases blood flow, providing the brain with more oxygen and consequently keeping children engaged and focussed on given tasks for longer. It also provides young people with invaluable opportunities and experiences to grow.

The Lawrence Dallaglio Foundation has numerous case studies of young adults who struggle academically and socially however rugby gives them the focus they so desperately need to develop social skills, leadership and responsibility which all positively impact their learning. Initiatives like this look at a child's development holistically, seeing their life as a complete system, rather than dissecting it into parts.

Schools struggle to recognise this concept and should not be relying on extra-curricular organisations to provide children with these opportunities. The system fails to appreciate the holistic benefits that sport and exercise brings, instead it dissects the students school lives into parts; they go to a maths class, they do maths. Are they good at maths? No? Do more maths to get better. Do less PE to find the time.

Alternatively, let's adopt the idea that the students school life is a system. From lesson to lesson, the events of the day/week/term accumulate with each influencing the next. In 'real-life' we transfer knowledge from different experiences to learn and develop in other aspects of life. The same is the case in schools from activity to activity, hence illustrating how regular PE lessons will have a positive effect on learning and ultimately on exam results.

During PE sessions, students are constantly faced with problem-solving scenarios where decision making is a necessity. It also boosts confidence, morale and concentration so when our student who is struggling with maths now gets back into the classroom, they are full of self-esteem, they have experience of how to solve problems and the courage to make decisions. This is undoubtedly a far more effective state to learn in, rather than trudging through sums with the same struggles and no other experiences of when they've had a problem and how to solve it.

So what next for PE? Some new initiatives and teaching methods look towards incorporating academic subjects into PE lessons as a new way to help children retain information. Creative teachers are using cross-curricular lessons to use sporting scenarios to teach times tables and areas of english all whilst getting children outside and physically active.

In an increasingly health conscious world, abandoning physical activity at a stage of life and in an environment which provides such accessible opportunities seems to contradict everything these young adults will be told come their post-school years. Physical education needs to be seen as a way to enrich young people, rather than restrictive and the sooner this shift happens, the quicker society will begin to reap the benefits.

Looking after the body is a prerequisite in life, so why are we discarding it in schools?

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What is problem solving and why is it important

By Wayne Stottler , Kepner-Tregoe

• Problem Solving & Decision Making Over time, developing and refining problem solving skills provides the ability to solve increasingly complex problems Learn More

For over 60 years, Kepner-Tregoe has been helping companies across industries and geographies to develop and mature their problem-solving capabilities through KT’s industry leading approach to training and the implementation of best practice processes. Considering that problem solving is a part of almost every person’s daily life (both at home and in the workplace), it is surprising how often we are asked to explain what problem solving is and why it is important.

Problem solving is at the core of human evolution. It is the methods we use to understand what is happening in our environment, identify things we want to change and then figure out the things that need to be done to create the desired outcome. Problem solving is the source of all new inventions, social and cultural evolution, and the basis for market based economies. It is the basis for continuous improvement, communication and learning.

If this problem-solving thing is so important to daily life, what is it?

Problem-solving is the process of observing what is going on in your environment; identifying things that could be changed or improved; diagnosing why the current state is the way it is and the factors and forces that influence it; developing approaches and alternatives to influence change; making decisions about which alternative to select; taking action to implement the changes; and observing impact of those actions in the environment.

Each step in the problem-solving process employs skills and methods that contribute to the overall effectiveness of influencing change and determine the level of problem complexity that can be addressed. Humans learn how to solve simple problems from a very early age (learning to eat, make coordinated movements and communicate) – and as a person goes through life problem-solving skills are refined, matured and become more sophisticated (enabling them to solve more difficult problems).

Problem-solving is important both to individuals and organizations because it enables us to exert control over our environment.

Fixing things that are broken

Some things wear out and break over time, others are flawed from day-1. Personal and business environments are full of things, activities, interactions and processes that are broken or not operating in the way they are desired to work. Problem-solving gives us a mechanism for identifying these things, figuring out why they are broken and determining a course of action to fix them.

Addressing risk

Humans have learned to identify trends and developed an awareness of cause-and-effect relationships in their environment. These skills not only enable us to fix things when they break but also anticipate what may happen in the future (based on past-experience and current events). Problem-solving can be applied to the anticipated future events and used to enable action in the present to influence the likelihood of the event occurring and/or alter the impact if the event does occur.

Improving performance

Individuals and organizations do not exist in isolation in the environment. There is a complex and ever-changing web of relationships that exist and as a result, the actions of one person will often have either a direct impact on others or an indirect impact by changing the environment dynamics. These interdependencies enable humans to work together to solve more complex problems but they also create a force that requires everyone to continuously improve performance to adapt to improvements by others. Problem-solving helps us understand relationships and implement the changes and improvements needed to compete and survive in a continually changing environment.

Seizing opportunity

Problem solving isn’t just about responding to (and fixing) the environment that exists today. It is also about innovating, creating new things and changing the environment to be more desirable. Problem-solving enables us to identify and exploit opportunities in the environment and exert (some level of) control over the future.

Problem solving skills and the problem-solving process are a critical part of daily life both as individuals and organizations. Developing and refining these skills through training, practice and learning can provide the ability to solve problems more effectively and over time address problems with a greater degree of complexity and difficulty. View KT’s Problem Solving workshop known to be the gold standard for over 60 years.

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SEL Skill Development During Recess and PE

Focus, emotion regulation, and goal setting are social and emotional learning skills that teachers can address during recess and PE.

I’d like to offer up four social and emotional learning (SEL) skills that can be built up during physical education class or recess. Outdoor physical activities are an ideal time to develop SEL. Some of this is done in the moment, while at other times it involves instruction and preparation. For example, you may call students’ attention to certain actions during their participation and observations during play, and follow this up by facilitating a class discussion around their observations.

Sometimes students are concerned only about what they will do when it’s their turn—for example, when the ball will next come to them. In a group game that has a ball, you can assist students with attending to the small things involved. This builds their appreciation of all the moving pieces that are critical to team—and individual—success.

Give them an assignment: “When you are involved in the activity, notice the many details of what is happening. Who is doing what, and why?” You can also ask, “What is being said? How does that make the game or activity better or harder?”

You can then lead a class discussion about what students observed.

2. Emotion Regulation

What do athletes do at the most important moments in a game or match? Let’s think about what pitchers do, soccer goalies do, baseball batters do, or tennis players do. They take a deep breath, and they have rituals that help them calm down. Different athletes do things in slightly different ways, and it’s worth noticing these variations and discussing them with students (or watching video clips of these rituals of various athletes).

You can then assist students in identifying what they can do to regulate their emotions in stressful situations during outdoor physical activities. Also explore with them ways they can remind themselves to use their strategy in “big game” situations.

3. Goal Setting

Every student should have an explicit long- and short-term goal for recess activities or PE: “What is something I want to get better at, and what am I going to do today, or this week, to get better at it?” These are important conversations, helping students continue to develop goal-setting skills and also putting time to best use. (Coaches also will find that students are more engaged when they consciously have goals in mind.)

Goal setting is no less important when students are in the process of playing, whether at PE or in recess. Ask students to consider, for example, what soccer players or basketball players do when they don’t have the ball. They are not just standing around—or at least they shouldn’t be! What could they be thinking about? How are they getting themselves ready for what might happen next? When they’re out in the field, they have a goal to be prepared and ready to help their teammates.

4. Preparation and Practice

Another aspect of physical activity and sports play that students may not understand adequately is what happens before the action begins. Consider showing brief video clips of preparation routines from athletes like tennis star Serena Williams or basketball pro LeBron James. You can ask your students, “Why do they do this?”

A discussion can ensue: They don’t just begin playing—even though these are professionals, they still have to prepare. You can share with students that whether it’s PE, recess, or any of their subject areas in school, they will be more likely to reach their goals if they prepare.

Sometimes the preparation conversation will be about interpersonal matters and not the activity itself. For example, with a student who is having trouble joining activities or games in recess or PE, a conversation about the goal (“Which are you planning to join?”) and how to prepare (“What are you going to do to help you get in the game? What will you do if your first idea does not work?”) can be valuable, as can a check-in afterwards.

When activities in PE will not involve all students playing, or students having to wait a while before they get their chance, have a conversation with students to help them prepare for what will happen, and to focus on different aspects of the activity while they are not directly playing or participating.

Additional SEL Skills

Whether you’re a coach, a physical education teacher, or a recess monitor, consider other SEL skills—problem-solving and planning, teamwork/cooperation, resilience and overcoming obstacles, using feedback effectively, recognizing success—and the various ways you can bolster them in your students.

• Pete Charrette

Exploring SEL in PE: Navigating Emotional Development in Physical Education

In an increasingly complex and challenging world, education has expanded its horizons beyond just academics. It's no longer sufficient to equip students with a skill set that is purely intellectual; the need for a holistic approach to education has never been more pertinent. Enter Physical Education, a unique space where cognitive, physical, and social elements intersect, providing fertile ground for the nurturing of not just a healthy body, but also a well-rounded personality.

The Collaborative for Academic, Social, and Emotional Learning (CASEL) has long recognized the importance of developing the whole child. Their framework identifies five core SEL competencies—self-awareness, self-management, social awareness, relationship skills, and responsible decision-making—that are vital for personal and academic success. Integrating these competencies into PE classes offers an innovative pathway for fostering emotional intelligence and social skills alongside physical well-being. This guide aims to explore the endless possibilities this integration brings, structuring the discussion around these core competencies.

Understanding Social and Emotional Learning : A Foundation

Brief history of sel.

The journey of Social and Emotional Learning (SEL) can be traced back to the latter half of the 20th century, although its roots are much older, grounded in various psychological and educational theories. Pioneers in psychology, such as Howard Gardner with his theory of multiple intelligences, and Daniel Goleman, who popularized the term 'emotional intelligence,' laid the foundational groundwork. Over time, educators, psychologists, and researchers recognized the significance of emotional intelligence in personal and academic success.

Fast forward to today, and SEL has moved from the fringes to the mainstream. It is no longer a buzzword but a well-defined educational framework. Research-driven practices and methods have been developed, tested, and refined over the years. With organizations like CASEL providing robust frameworks, SEL has become a cornerstone in modern educational curricula across the globe. These curricula don't just recognize SEL as an accessory but as a critical component that complements academic instruction, setting students up for a more balanced and successful life both inside and outside the classroom.

Many physical education teachers are now just beginning to grasp the full scope of SEL's potential impact, actively incorporating its principles into their school based physical activity programs to foster holistic student development.

The 5 Core Competencies of SEL and Their Application in PE

As we delve into the practical ways to incorporate social emotional learning into your physical education program, let's explore the five core competencies of SEL and how they can be meaningfully applied in a PE setting.

1 - Self-Awareness: The Cornerstone of SEL in PE

Self-awareness is the foundational block upon which other SEL competencies are built. It involves a deep understanding of one's emotions, strengths, and weaknesses. In the context of physical education, self-awareness is crucial for students to evaluate their abilities realistically, set achievable goals, and engage meaningfully in activities.

What it Entails

Recognizing Emotions: The ability to identify and name one's emotional state.

Accurate Self-Perception: Understanding one’s thoughts and how they influence behavior.

Recognizing Strengths: Awareness of one's strong skill sets and areas of expertise.

Self-Efficacy: The belief in one's abilities to perform specific actions or attain specific personal and collective goals.

Self-Confidence: Assurance in oneself and one's capabilities, fostered through experience and understanding.

Application in Physical Education

In PE, self-awareness serves as a cornerstone for creating an enriching and supportive learning environment for a physical education class. Activities and strategies should be designed to help students recognize their emotional states, set achievable goals, and build confidence.

Games and Activities

Fitness Challenge Task Cards : Allows students to choose from a variety of exercises, thereby enhancing decision-making and self-evaluation skills.

Mood Meter : Before and after activities, ask students to plot their mood on a chart that ranges from low energy to high energy and from negative to positive mood. This encourages emotional recognition and helps students make the connection between physical activity and emotional state.

Goal-Setting Journal : Students maintain a journal to set and track their fitness goals, fostering self-efficacy and accountability.

Strengths and Weaknesses Obstacle Course : Create an obstacle course where each station represents a different skill set (agility, balance, coordination, etc.). After completing it, students reflect on which stations were more challenging and which were easier, encouraging self-awareness regarding their physical abilities.

Discussion Points

Post-Activity Reflection : Encourage students to discuss what they felt during the activity and why. This promotes emotional intelligence and vocabulary.

Strengths and Challenges : After activities, have a class discussion about what skills or exercises felt easy or challenging and why, encouraging accurate self-perception.

Self-Reflection Sheets: Handouts where students can jot down what they learned about their capabilities during class.

Advocacy Tools

Educational Posters : Utilize visuals that outline the elements of self-awareness, such as recognizing emotional skills or understanding strengths.

Infographics : These can be displayed in the gym or classroom, providing bite-sized information on the importance of self-awareness.

Parent Handouts: Information sheets that parents can use to reinforce self-awareness skills at home.

Student-led Demonstrations : Allow students to lead a game or activity, which can then be used to advocate the importance of self-awareness in physical activities. This also builds self-efficacy and leadership skills.

2 - Self-Management: The Discipline Behind Success

Self-management is another key component of SEL, encompassing the skills needed to control one's emotions, behaviors, and thoughts. In the unique arena of physical education, where students are constantly met with physical challenges and team dynamics, self-management skills are essential for both individual and collective success.

Impulse Control : The ability to regulate immediate reactions to challenging situations.

Stress Management : Effectiveness in coping with stressors, such as pressure to perform or team conflicts.

Discipline : Maintaining control over one's actions, such as following rules and demonstrating sportsmanship.

Goal-Setting : The practice of setting, working toward, and achieving objectives, be it mastering a skill or reaching a fitness milestone.

Organizational Skills : The ability to create and maintain systems to manage tasks or activities, like tracking exercise regimes or organizing team rotations.

Self-management is a crucial skill that can be thoughtfully integrated into a PE program through carefully designed activities and practices that promote discipline, patience, and control.

Team Sports Lead-Up Games : These games require impulse control and stress management for effective participation.

Fitness Timers/Tabata : Use interval timers during fitness sessions to encourage goal-setting and organizational skills.

Yoga and Mindfulness Activities : Effective for stress management, teaching relaxation techniques.

Task Card Activities and Challenges : Students follow task cards for different activities, helping them practice organizational skills and discipline.

Obstacle Courses : Designed for goal-setting and organizational skills, students can navigate through courses, setting time goals for completion.

Following Rules : Use real-life examples from class activities to discuss the importance of adhering to guidelines and rules.

Time Management : Discuss how managing time during activities or games can improve performance, tying it back to stress management and organizational skills.

Resilience and Coping : Open conversations about how students cope with losing a game or facing a physical challenge, tying it back to stress management and impulse control.

SEL Corner : Create a dedicated space in your gym or physical education space with infographics, posters, or quick tips that focus on self-management.

Skill Demonstrations : Allow students to demonstrate or teach a skill they’ve mastered, as a way of advocating the benefits of self-management in skill acquisition.

Self-Management Charts : Provide students with charts or logs where they can record their progress in managing stress, controlling impulses, or achieving goals.

Guest Speakers : Invite local athletes or coaches to speak about the importance of self-management in sports and life, offering a real-world perspective to the students.

Handouts/Website Resources : Provide take-home material or web page resources with tips on self-management skills that can be applied both in PE and in everyday life.

3 - Social Awareness: Fostering Teamwork and Empathy in PE

Social awareness is the ability to take the perspectives of others and apply empathy in various contexts. It involves understanding social cues, appreciating diversity, and showing respect for others. Within the realm of Physical Education, fostering social awareness is vital because students often engage in team activities and collaborate with peers, making it a rich ground for instilling these important life skills.

Empathy : Ability to understand and share the feelings of others.

Perspective-Taking : Understanding a situation from multiple viewpoints.

Appreciating Diversity : Acknowledging the value of diverse perspectives and cultures.

Respect for Others : Treating others with courtesy and understanding to help encourage positive relationships.

Physical Education classes are a prime venue for fostering social awareness through a multitude of activities designed to enhance teamwork, communication, and mutual respect among students.

Parachute Games : Cooperative games like parachute activities encourage teamwork and require an understanding of multiple perspectives for success.

Team-Building Relays and Obstacle Courses : Students must navigate a series of challenges that require teamwork and perspective-taking, fostering collaborative problem-solving.

Cultural Sports : Introduce sports and games from various cultures to help students appreciate diversity.

Teamwork in Sports : Discuss how cooperation and effective communication are vital in team sports, emphasizing the importance of empathy and perspective-taking.

Sportsmanship : After activities, discuss the importance of treating teammates and opponents with respect.

Global Perspectives : Use international sports as talking points for appreciating cultural diversity and understanding alternate viewpoints.

Diversity and Inclusion : Create open dialogues around the importance of diversity in sports and how it enriches the game by bringing in varied skills and viewpoints.

Multimedia Presentations : Employ presentations that illustrate the importance of social awareness in sports and physical activity.

Storyboards : Create storyboards or visual timelines of famous athletes who exemplify social awareness and respect for diversity.

Guest Speakers : Invite athletes or other individuals who can share personal stories that highlight the importance of social awareness in a sports context.

4 - Relationship Skills: The Social Glue of Physical Education

Relationship skills are essential for the holistic development of a child, and Physical Education provides a natural arena for these skills to be nurtured and honed. Whether it's a relay race or a choreographed dance, PE activities often require students to engage with one another, offering ample opportunities to foster meaningful relationships and enhance social engagement.

Communication : The effective expression, interpretation, and joint construction of messages.

Social Engagement : Active participation in social activities and group dynamics.

Relationship Building : The establishment and maintenance of healthy and rewarding connections with individuals and groups.

Teamwork : Collaboration and communication towards achieving a shared goal.

Physical Education classes are rich environments for cultivating relationship skills. Whether it's through team sports or collaborative activities, students have the opportunity to interact, communicate, and work together, all while fostering lasting bonds.

Cooperative Challenges : Tasks that require groups to solve problems or accomplish a physical feat together, reinforcing communication and mutual support.

Relay Races : Require teams to strategize and communicate effectively to accomplish a goal, thus emphasizing teamwork and communication.

Dance Routines : Working in pairs or small groups, students must coordinate their movements, showcasing the importance of communication and social engagement.

Tag Variations : Games like "Freeze Tag" or "Turtle Tag" require students to strategize together, encouraging relationship building and teamwork.

Importance of Communication : After activities, facilitate a discussion on how effective communication contributed to the success or failure of the activity.

Active Listening : Discuss the role of listening in effective communication and teamwork.

Mutual Respect in Teamwork : Explore themes around giving and earning respect within a team and how that impacts performance and morale.

Team Dynamics : Explore how teamwork and individual roles within a team impact the group's overall performance.

Wall Visuals : Use posters or bulletin boards to highlight the "SEL Skill of the Week," which can be a focal point for that week's activities

Weekly SEL Focus : Introduce a weekly or monthly focus on a particular relationship skill, like active listening or teamwork, and incorporate activities that emphasize it.

Class Discussions : Dedicate time each week to discuss the SEL competency being focused on, allowing students to share experiences and insights.

5 - Responsible Decision-Making: Cultivating Ethical Choices and Problem-Solving in PE

Responsible decision-making is an essential competency that goes beyond the classroom and into every aspect of life. In the unique setting of physical education, students are constantly making decisions, from strategic choices during a game to ethical judgments on fair play. The key is to guide students in making decisions that are both ethically sound and socially responsible.

Identifying Problems : Recognizing when a problem exists and needs addressing.

Analyzing Situations : Carefully considering the pros and cons before making a decision.

Problem-Solving : Utilizing critical thinking skills to find effective solutions.

Ethical Responsibility : Making choices that align with ethical standards and social norms.

Physical education is an ideal setting for teaching responsible decision-making because it often places students in scenarios where they must make immediate decisions under varying conditions.

Scenario-Based Games : Create activities where students have to make choices that could affect the outcome, helping them understand the consequences of their decisions.

Team/Small Group Courses : Design courses where students have to strategize to navigate through challenges, thereby honing their problem-solving skills.

Large Group Strategic Games : Adapt these games into a physical setting to stimulate analytical thinking.

Ethics in Action : Run games where the rules are deliberately left vague, requiring students to negotiate and agree upon the rules, fostering ethical responsibility.

Fair Play : After games, engage students in conversations about the ethical choices they made during play, whether good or bad.

Decision-Making Process : After complex games or activities, discuss the decisions students made, why they made them, and what they would change if given another chance.

Ethics in Sports : Open a dialogue about the significance of fair play, respect for opponents, and adherence to the rules.

Sportsmanship : Discuss the importance of respecting opponents and adhering to rules as integral parts of sports ethics.

Role-Playing Scenarios : Use role-play to simulate situations where students must make ethical decisions in a sports context, such as whether to call a foul they committed but wasn't seen by the referee.

Posters and Infographics : Create visual aids that outline the steps of responsible decision-making, from identifying problems to ethical execution.

Ethical Sportsmanship Awards : Introduce an award system that recognizes and celebrates ethical decision-making and fair play in your PE classes.

Decision Trees : Use decision trees to visually represent the consequences of various actions, providing a concrete learning aid.

5 Key Benefits for Integrating SEL into PE

As physical education teachers strive to equip students with the skills they need for a well-rounded life, integrating Social and Emotional Learning into PE presents a prime opportunity for multifaceted growth. Let's delve into the five key benefits that this integration brings to both students and the broader educational environment.

Holistic Student Development : PE is traditionally seen as the go-to class for physical fitness, but incorporating SEL allows for more holistic development of a child. While students work on their physical abilities, they also get to sharpen their emotional intelligence, teamwork skills, and ability to cope with challenges. This balanced development ensures that they are well-equipped not just physically but also emotionally and socially, which is invaluable in all aspects of life.

Enhanced Learning Environment : The presence of SEL creates a more inclusive, respectful, and collaborative learning environment. Students become more attuned to the emotional and social dynamics around them, leading to decreased incidents of bullying or exclusion and promoting an atmosphere where everyone feels they belong and can participate fully.

Improved Academic Achievement : Research has consistently shown that students with strong SEL skills are also better at academic subjects. These skills—like self-management, attention control, and problem-solving—directly correlate with classroom behaviors that lead to academic success. By blending SEL into PE, educators create another platform for students to hone these skills, potentially impacting their performance across various subjects.

Conflict Resolution and Social Cohesion : Many physical activities in PE require teamwork, where conflict is inevitable. By proactively integrating SEL into these situations, students are provided with the tools to resolve conflicts in a healthy manner. They learn to listen actively, empathize, and find mutually beneficial solutions, which fosters a more cooperative and respectful environment. This is an essential skill that translates well into classroom settings, other group activities, and eventually, the workplace.

Long-term Behavioral Outcomes : The effects of SEL are long-lasting and extend well into adulthood. Skills like emotional regulation, responsible decision-making, and social awareness are not just academic topics; they are life skills. When learned early, especially in an engaging setting like PE, these skills become ingrained behaviors that contribute to personal and societal well-being. From higher rates of employment to better mental health, the long-term benefits are both compelling and wide-reaching.

Incorporating SEL into your PE curriculum is not merely an educational strategy; it's an investment in the future well-being of the students you serve.

Bridging SEL and SHAPE America’s Standard 4: Aligning Objectives

The specific Standard 4 statement from SHAPE America (Society of Health and Physical Educators) is as follows: "The physically literate individual exhibits responsible personal and social behavior that respects self and others."

This standard aims to instill in students a sense of responsibility and ethical conduct when they're participating in physical activities. Whether they are in a structured physical education setting or an informal physical activity, the intent is for students to understand the importance of treating themselves and others with respect. This encompasses following rules, making ethical choices, and exhibiting sportsmanship.

Standard 4 serves as a critical anchor point for integrating Social and Emotional Learning (SEL) into physical education, as it aligns naturally with SEL's core competencies like responsible decision-making and social awareness.

Key Alignments Between SEL and Standard 4

Behavioral Focus : Both Standard 4 and SEL prioritize personal and social behavior, making them inherently aligned in their objectives.

Teamwork and Self-Management : Standard 4 accentuates teamwork in physical activities. This aligns seamlessly with SEL's self-management competency, where aspects like impulse control play a vital role in team dynamics.

Ethical Behavior & Responsible Decision-Making : The focus of Standard 4 on ethical behavior finds its counterpart in SEL's responsible decision-making. For example, adhering to the rules of a game is not just about fair play but also about making ethical and responsible choices.

Cooperation and Social Awareness : Standard 4's emphasis on cooperation is mirrored in SEL's social awareness competency, which involves empathy and perspective-taking.

By recognizing these alignments, educators can craft a physical education curriculum that doesn't just develop physical skills but also builds emotional intelligence. It creates a multi-faceted learning environment that is more in tune with the holistic development needs of students.

Character Education vs. SEL: Understanding the Distinctions in a Physical Education Context

In the realm of physical education, there's often a conflation between Character Education and Social Emotional Learning (SEL), although they serve distinct yet complementary purposes. Understanding the nuanced differences and similarities between these two educational frameworks can help educators develop a more holistic approach to student development.

While character Education and SEL both aim to develop well-rounded individuals, they do so through different pathways and focus areas. Character Education hones in on ethical principles, whereas SEL provides a comprehensive approach to emotional and social health, making them complementary but distinct strategies in the realm of physical education.

Final Thoughts

Integrating Social and Emotional Learning (SEL) into physical education is not merely an educational trend, but a necessity for holistic student development. The alignment between SEL and physical education is not only beneficial but also mutually reinforcing. While the physical activities help manifest core competencies like self-management and social awareness, the competencies, in turn, deepen the level of engagement and effectiveness of the PE experience. Thus, adopting SEL within PE curriculums can pave the way for a more comprehensive, responsive, and impactful educational paradigm that prepares our students for the complexities of the real world.

Additional Resources

For those interested in diving deeper into the subject, here are some additional resources:

Collaborative for Academic, Social, and Emotional Learning (CASEL) : An excellent source for SEL research, strategies, and tools.

SHAPE America : Resources focused on standards-based physical education.

Edutopia’s Guide on SEL : A comprehensive guide offering strategies for SEL integration across subjects.

Positive Coaching Alliance : Provides resources on creating a positive, character-building youth sports culture, applicable to physical education.

MindUP : Focuses on SEL and mental well-being, offering lesson plans that can be adapted for physical education settings.

By incorporating these resources, physical education instructors can bring a new depth of meaning and effectiveness to their programs.

Download a FREE SEL in Physical Education Visual for your Gym or Classroom!

Sel essentials on display.

Introducing "SEL in Action: The Game Plan!" This poster synthesizes the essential CASEL 5 core competencies into a colorful and dynamic representation, set against the backdrop

of an active gym floor. Each competency—self-awareness, social awareness, self-management, responsible decision-making, and relationship skills—is vividly brought

to life with a title and an actionable caption that guides students on how to

incorporate these skills into their physical education routine. Accompanied by

student-friendly graphics, the poster serves as a visual playbook for SEL engagement.

Fill in the form below to download this "SEL in Action: The Game Plan!" poster with five different color schemes to choose from, ensuring a perfect match for your gym or classroom decor. Originally sized for standard printing, this versatile PDF visual is also designed to be easily enlarged using any school or commercial poster-maker, transforming it into an eye-catching feature that will command the attention of the entire gym.

Check out the Entire SEL in Physical Education Poster Series!

Welcome to the definitive collection for fostering Social Emotional Learning in the dynamic world of physical education: the "SEL in Physical Education Poster Series - 6 Set Visual Bundle". This meticulously assembled package is your comprehensive resource for integrating SEL into your PE curriculum. Anchored by the vibrant "Welcome to PE: Where Every Activity Builds a Better You!" poster, this series encapsulates the essence of the CASEL 5 core competencies, beautifully rendered to captivate and educate.

Welcome to PE: Where Every Activity Builds a Better You! (Anchor Poster)

Self-Awareness in PE: Own Your Game

Social Awareness in PE: Engage and Respect

Self-Management in PE: Control Your Play

Responsible Decision-Making in PE: Make the Right Move

Relationship Skills in PE: Team Up for Success

You can find this set on Cap'n Pete's Power PE website here or at my Teachers Pay Teachers store located here .

Designed with the educator’s needs in mind, each poster is available in both PDF and JPG formats and comes with five color variations to complement any gym or classroom setting. They are perfectly sized for standard printing but also primed for enlargement on a poster-maker to create impactful, large-scale visuals. Place these posters around your gym or playing area for a constant source of inspiration and guidance, making the SEL in Physical Education Poster Series - 6 Set Visual Bundle an invaluable addition to your teaching toolkit.

• Social and Emotional Learning
• Behavior/Conflict Resolution in PE
• Beyond the Gym

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The Benefits of Physical Education (PE) Classes in School

The significance of physical education (PE) is often underestimated, but it plays a crucial role in shaping the development of children and adolescents. In fact, the benefits of physical education stretch beyond mere physical health to encompass mental well-being, cognitive abilities, and social skills. In this article, we’ll explain the various benefits of children having access to PE classes in school.

Why Is Physical Education Important?

PE in school provides a structured environment where children can engage in physical activity while learning about fitness and body movement. Regular exercise is part of a PE program and can improve cardiovascular health, strengthen muscles, enhance flexibility, and promote better posture and balance.

Additionally, physical activity has been shown to boost academic performance , as students who participate in regular physical activity tend to have improved concentration, better memory retention, and enhanced problem-solving skills. In other words, PE not only promotes physical health but also improves academic outcomes.

PE classes usually involve a wide range of activities, exercises, and sports that promote the growth and development of different parts of children’s bodies. Schools that partner with All Kids Bike even have PE classes that involve teaching children how to learn to ride a bike as a way of getting them active, providing them with a skill they will enjoy for the rest of their lives.

Additional Benefits of Physical Education

1. improved mental health.

One of the significant benefits of physical education is its positive impact on mental health . When children participate in physical activity, their bodies release endorphins, which are neurotransmitters known as ‘feel-good’ hormones. These endorphins help in managing stress and anxiety levels, improving children’s overall mood and well-being.

Moreover, regular physical exercise has been associated with improved sleep patterns . A good night’s sleep enhances a child’s mental alertness, attention span, and cognitive function during the day. 

Additionally, the sense of accomplishment and self-confidence gained from achieving fitness goals or mastering new skills—like riding a bike—can significantly boost a child’s self-esteem. All Kids Bike provides compelling evidence on how activities like bike riding can enhance children’s mental well-being.

2. Development of Social Skills

The importance of PE also lies in the development of essential social skills . PE classes often involve team games and group activities, providing an excellent platform for students to develop crucial communication skills, cooperation, and teamwork.

By working together to achieve common goals, children learn to appreciate the value of collaboration. They also learn important life skills such as leadership and problem-solving, which come into play when planning strategies for team games. Moreover, children learn how to navigate and resolve conflicts constructively during competitive activities.

3. Prevention of Sedentary Behavior

In an era where children are increasingly glued to digital screens, PE classes offer an essential break and an opportunity for children to engage in physical activities. The health risks associated with prolonged sedentary behavior—including obesity , cardiovascular diseases, and poor posture—highlight why PE is important.

All Kids Bike knows that incorporating physical activity into children’s daily routines can significantly mitigate these risks. Activities such as biking not only contribute to physical fitness but also ensure that children enjoy their time away from screens. Thus, PE classes serve as an antidote to sedentary behavior and promote a healthy and active lifestyle.

4. Promotion of Healthy Lifestyle Habits

One of the key benefits of physical education is its role in instilling healthy lifestyle habits. PE classes provide an excellent opportunity to educate students about the importance of a balanced diet, proper hydration, and adequate rest, along with regular exercise. Such knowledge empowers children to make informed decisions about their health and wellness, shaping habits that can last a lifetime.

5. Improved Motor Skills and Coordination

PE classes often involve a variety of exercises that require balance, agility, speed, and coordination. These activities help children develop and refine their motor skills, hand-eye coordination, and spatial awareness. For instance, as children learn to ride a bike, they must navigate the bike and adjust their speed or direction, thereby learning to synchronize their movements and improving their overall coordination.

6. Inclusion and Accessibility

PE classes offer an inclusive environment where children of all abilities can participate and thrive. Adaptable activities and supportive environments enable students with different abilities to participate in and enjoy physical activities. This inclusiveness not only promotes physical well-being for all students but also fosters empathy, understanding, and respect among peers.

7. Building Resilience and Perseverance

Physical education provides a platform for students to face challenges, overcome obstacles, and learn the value of perseverance. Be it mastering a new sport, learning to ride a bike, or improving their fitness levels, children learn to set goals and strive toward them, building resilience and determination in the process.

8. Improved Self-Discipline and Responsibility

Participating in PE classes requires a certain level of self-discipline and responsibility, from following the rules of a game to taking care of sports equipment. This promotes a sense of responsibility and accountability among children, qualities that are valuable in all areas of life.

Learning To Ride Bikes: A Recent Trend in PE

In recent years, bike riding has been increasingly incorporated into PE curriculums worldwide. Learning to ride a bike not only provides an enjoyable form of exercise but also instills self-confidence and independence among children.

Making exercise fun and exciting is a key aspect of a successful PE program. By incorporating activities like bike riding, PE becomes an anticipated part of a child’s school day rather than a chore. For more ideas on how to make exercise fun for kids, check out these suggestions from All Kids Bike.

Making a World of Difference With PE

Given the far-reaching benefits of physical education, PE classes should be an integral part of the school curriculum. By teaching kids essential skills like bike riding and promoting an active lifestyle, we can ensure their overall development and set the foundation for a healthy future.

Supporting initiatives like All Kids Bike is a great way to advocate for more comprehensive and engaging PE programs. Whether you are volunteering, donating, or advocating, backing nonprofit organizations is a powerful way to make a positive impact on the world around us. By supporting organizations like All Kids Bike, you’re helping to create a healthier, more active future for children across America. All Kids Bike is a national movement dedicated to bringing the mental and physical benefits of bike riding to every kid in America. Led by the Strider Education Foundation, our mission is to make bicycling skills an integral part of kids’ elementary school education. Our Kindergarten PE Program provides the curriculum, bikes, and safety equipment needed to teach every kindergartner how to ride at no cost to the school itself.All Kids Bike and the Strider Education Foundation depend on generous contributions from the community to do the important work that we do. Consider donating to a school in your area to support our vision of making this milestone skill accessible to children across the country. Contact us to learn more!

Sports / Orthopedic

Why pe is important for a child’s mental health.

School-age kids between kindergarten and high school should have at least 60 minutes of physical activity every day. Going to regular PE class is a great way for kids to be active in lots of different ways.

Activity counts as exercise when the heart is beating faster, breathing rate is faster and muscles are being used. While there are many physical health benefits associated with physical activity, there are also lots of mental health benefits as well.

Learn how PE is important for a child’s mental health.

Kids that have a chance to be physically active during the day have breaks from periods of quieter study time. This helps kids expend energy, which often helps them focus and concentrate better in the classroom.

Regular exercise has also been linked with these emotional responses in children:

• Better behavior and less acting out
• Improved self-esteem
• Improved sleep
• More confidence
• Reduced stress, anxiety and depression
• Stronger thinking skills

Additionally, researchers have discovered that children with certain behavioral diagnoses often behave better and act out less on the days they participate in physical education or some type of exercise. These include:

• Anxiety disorders
• Attention deficit hyperactivity disorder (ADHD)
• Mood disorders

PE also helps children with their mental development.

Physical education and exercise are important for brain development in kids. Here’s why:

• Exercise helps improve the thinking process and problem-solving skills.
• Kids can remember what they’re taught and perform better on assignments and tests.
• Kids pay attention better in the classroom when they exercise.
• Kids who exercise regularly develop better hand-eye coordination.

And finally, there are many other health benefits that PE provides for kids.

When students spend time in PE during school, they often learn that they like being physical active. This can help kids to start making physical activity a priority in their lives. Maintaining a healthier weight is also linked to positive body image, which is linked to positive self-esteem. All of this is an important part of both physical and mental health.

Kids who spend time together playing active games will often make friends, which can help with any feelings of loneliness and isolation. If a child feels social anxiety in some situations, focusing on a sport or active game can be a great way to reduce those social pressures.

While it’s easy to focus on the classroom learning part of school, kids need more than just time spent at a desk. Signing children up for physical education at school or providing them with opportunities for physical activity at home have far-reaching benefits for both their tiny minds and bodies.

Learn more about the pediatric services we offer at Bon Secours as well as our behavioral and mental health services .

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