I’m joined today by Dr. Joseph Durlak who is a legend in the SEL field. Dr Durlak has written the foreword to the upcoming book on SEL and we discuss that and how SEL in PE aligns with what the other part of the education field is doing. 

We will launch one podcast each week on different chapters from this book on SEL in PE starting next Tuesday. They will air weekly on Tuesday's until the launch of the book July 1st. 

This episode is part of a special series devoted to a new edited book entitled "Social and emotional learning in physical education: Applications in school and community settings". Published by Jones & Bartlett Learning in cooperation with SHAPE America, this book is edited by Dr. Paul Wright of Northern Illinois University and Dr. Kevin Richards of the University of Illinois at Urbana-Champaign. Available for Fall 2021 instruction, this text will integrate well into physical education teacher education coursework and is a great resource for teachers looking to increase the focus on social and emotional learning in their classes. This special series is sponsored by the Physical Activity and Life Skills Group in the Department of Kinesiology and Physical Education at Northern Illinois University.

This pedagogy seminar led by Dr. Ben Dyson of UNCG features Dr. Tom Martinek 

https://kin.uncg.edu/about-us/our-faculty/tom-martinek/

Tom Martinek is a professor in the Department of Kinesiology. During his 40-year tenure at University of North Carolina at Greensboro (UNCG). Tom’s research has focused on the social and psychological dynamics of teaching and coaching. Tom has directed and taught in Project Effort which consists of after-school sport and leadership programs for underserved children and youth. The basis of his work has evolved from his past sequential research on teacher expectancy effects, learned helplessness, and resiliency of at-risk youth. He is also the advisor of the Community Youth Sport Development graduate program. Most recently, he has established an alternative high school (called a middle college) for at-risk students on UNCG’s campus.

This is the May 2021 recorrding of #AIESEPCONNECT  - Optimising  Social Media for Physical Activity Diet and Quality of Life: Lessons learned from Covid 19 led by:

@VGoodyear

@KMakopoulou_PE

@aiesep

Dr James Rudd (@JamesRRudd) brings an overview of his article with Woods, Correia, Seifert, and Davids ‘An ecological dynamics conceptualisation of physical “education”: Where we have been and where we could go next.’ We discuss the ecological dynamics framework to a ‘softer pedagogy’ with practical examples that transcends the PE journey from K-12 enabling children to lead a physically active life beyond the school gates.

Twitter: @JamesRRudd

Full Cite: Rudd, J., Woods, C., Correia, V., Seifert, L., & Davids, K. (2021). An ecological dynamics conceptualisation of physical “education”: Where we have been and where we could go next. Physical Education and Sport Pedagogy, 1–14. https://doi.org/10.1080/17408989.2021.1886271

Dr. Carla Luguetti (@carlaluguetti) discusses her study that led to two articles with Loy Singehebhuye and Ramón Spaaij (@Ramon_Spaaij) Towards a culturally relevant sport pedagogy: Lessons learned from African Australian refugee background coaches in grassroots football and‘Stop mocking, start respecting’: an activist approach meets African Australian refugee-background young women in grassroots football. We will talk about the need for community-driven and culturally responsive pedagogies through the lens of African Australian refugee-background coaches ’pedagogies and an activist approach to co-create a sport program with [RM1] refugee-background young women[RM2] .

Twitter: @carlaluguetti, @Ramon_Spaaij

Full Cite: Luguetti, C., Singehebhuye, L., & Spaaij, R. (2020). Towards a culturally relevant sport pedagogy: Lessons learned from African Australian refugee-background coaches in grassroots football, Sport, Education and Society, 1-13. https://doi.org/10.1080/13573322.2020.1865905

Luguetti, C., Singehebhuye, L., & Spaaij, R. (2021): ‘Stop mocking, start respecting’: An activist approach meets African Australian refugee-background young women in grassroots football, Qualitative Research in Sport, Exercise and Health. https://doi.org/10.1080/2159676X.2021.1879920

[RM1]The football program seemed to be a connector of cultures…a common language.

[RM2]Immigrants writing about immigrants.

Did this program cost $?

Life skills thru football

The Catherine D. Ennis SIG Scholar Award is the highest honor given by the AERA SIG "Research on Teaching and Learning in Physical Education" AKA SIG 93 (@AERARlipe). 

This year's award goes to Dr. Katie Fitzpatrick from the University of Auckland

You can find more information including access to past webinars hosted by SIG 93 here: https://www.aera.net/SIG093/RLIPE-SIG-93 

Dr. Tom Quarmby (Twitter: @DrTomQ) comes on to discuss his recently published paper on Trauma Informed Pedagogies. 

Full Cite: Quarmby, T., Sandford, R., Green, R., Hooper, O., & Avery, J. (2021). Developing evidence-informed principles for trauma-aware pedagogies in physical education. Physical Education and Sport Pedagogy, 1-15.

https://www.tandfonline.com/doi/full/10.1080/17408989.2021.1891214?casa_token=DfhpUqBI1cQAAAAA%3AmqH8hBJE-40w_p1Ohe9864JR1eBJJEMXBJ6gL0cSox0l2_yMk8KKgTGeCszD3W5LrXAcUPbsxAowng

Join Dr. Lars Bjørke (@larsbjorke) to discuss his participatory action research as an educative continuing professional development experience with Øyvind Førland Standal & Kjersti Mordal Moen. We will discuss the challenges, tensions, experiences, and journeys of three PE teachers in this pedagogical intervention through the lens of Dewey’s educational theory.

Twitter: @larsbjorke

Full Cite: Bjørke, L., Standal, Ø. F., & Moen, K. (2020). “While we may lead a horse to water we cannot make him drink”: Three physical education teachers’ professional growth through and beyond a prolonged participatory action research project. Sport, Education and Society, 1–14. https://doi.org/10.1080/13573322.2020.1799781

This podcast discusses the recent book we published.

This is the first book to offer a critical examination of the delivery of before and after-school physical activity programs, from global perspectives. It introduces key theory and best practice in before and after-school physical activity research and programming, and is an essential resource for educators involved in the design and implementation of after-school programs.

With contributions from leading international researchers and practitioners in the field of health and physical education, the book provides an overview of research methods in before and after-school physical activity. It offers insight on theoretical frameworks and the implementation of programs as they relate to policy in schools, as well as an overview of social and emotional learning in after-school programs. The book also explores inclusive before and after-school physical activity programming for underserved communities, covering key topics from Positive Youth Development and urban programming to developing adult leaders and working with LGBTQI populations and children with disabilities.

This book is important reading for researchers in health and physical education, and policy-makers, teachers, youth workers and coaches working with children in physical education, health education, physical activity or sport.

This book: Before and after-school physical activity programs: Frameworks, critical issues, and underserved populations, was edited by Risto Marttinen, Erin Centeio, and Tom Quarmby. It was published at the beginning of 2021

https://www.routledge.com/Before-and-After-School-Physical-Activity-Programs-Frameworks-Critical/Marttinen-Centeio-Quarmby/p/book/9780367509361