title: Developing Social and Emotional Learning in Physical Education: The Contextualised Appropriation of Sport Education

authors: Ang, Swee Chong

subjects: Physical Education

abstract: Social and emotional learning (SEL) is increasingly recognised as beneficial for students’ mental health and academic learning. Despite the growing SEL research in general education, SEL remains largely under-explored and under-researched in the Health and Physical Education (HPE) field. This research has been focused primarily on how SEL could be addressed in Physical Education (PE). Currently, there is a lack of research to inform teachers’ pedagogical decisions relating to how to embed teaching of SEL within PE. My Masters study investigated these issues in an Australian context. It explored the potential of the Sport Education teaching model to enable PE teachers to focus on SEL outcomes. My doctoral research sought to extend this line of research within the context of a low socio-economic middle school (ages 11 to 14) in Aotearoa New Zealand. It has examined ways in which two teachers were able to utilise this pedagogy to promote SEL in their Year 7/8 classes. Taking the dual role of researcher and co-teacher, with the teachers, I planned and implemented a year-long Sport Education-based PE curriculum, aimed at progressing SEL outcomes. This study investigates the facilitation of SEL by observing the changes in two classes of Years 7 and 8 students and teachers’ participation in a series of Sport Education experiences. The research has employed a critical ethnographic case study methodology to generate qualitative data over four research cycles.  Findings revealed that in order for SEL to be effectively foregrounded in a Sport Education learning context, SEL outcomes have to be prioritised in the unit plan and explicitly taught using a flexible and contextually responsive season structure. As this curriculum development and enactment process was highly demanding and pedagogically sophisticated, a contextualised, collaborative professional development approach was found to be pivotal in supporting the teacher participants to develop the beliefs and capacities in advancing the SEL of their students. The results of the study contribute to an understanding of the dynamic process of enacting a SEL-integrated, Sport Education-based PE curriculum. In addition to suggestions for pedagogy and teacher professional learning, recommendations for future research to extend the present study are made.

text: Developing Social and Emotional Learning in Physical Education: The Contextualised Appropriation of Sport Education Social and emotional learning (SEL) is increasingly recognised as beneficial for students’ mental health and academic learning. Despite the growing SEL research in general education, SEL remains largely under-explored and under-researched in the Health and Physical Education (HPE) field. This research has been focused primarily on how SEL could be addressed in Physical Education (PE). Currently, there is a lack of research to inform teachers’ pedagogical decisions relating to how to embed teaching of SEL within PE. My Masters study investigated these issues in an Australian context. It explored the potential of the Sport Education teaching model to enable PE teachers to focus on SEL outcomes. My doctoral research sought to extend this line of research within the context of a low socio-economic middle school (ages 11 to 14) in Aotearoa New Zealand. It has examined ways in which two teachers were able to utilise this pedagogy to promote SEL in their Year 7/8 classes. Taking the dual role of researcher and co-teacher, with the teachers, I planned and implemented a year-long Sport Education-based PE curriculum, aimed at progressing SEL outcomes. This study investigates the facilitation of SEL by observing the changes in two classes of Years 7 and 8 students and teachers’ participation in a series of Sport Education experiences. The research has employed a critical ethnographic case study methodology to generate qualitative data over four research cycles.  Findings revealed that in order for SEL to be effectively foregrounded in a Sport Education learning context, SEL outcomes have to be prioritised in the unit plan and explicitly taught using a flexible and contextually responsive season structure. As this curriculum development and enactment process was highly demanding and pedagogically sophisticated, a contextualised, collaborative professional development approach was found to be pivotal in supporting the teacher participants to develop the beliefs and capacities in advancing the SEL of their students. The results of the study contribute to an understanding of the dynamic process of enacting a SEL-integrated, Sport Education-based PE curriculum. In addition to suggestions for pedagogy and teacher professional learning, recommendations for future research to extend the present study are made.

year: 2015

title: Lake Tarawera - The costs of P mitigation and pest control

authors: Corbett, Greg

abstract: Firstly, we have been asked to talk about the costs of mitigating P in the Tarawera catchments. It is reasonably well understood that farming activities can lead to phosphorus loss if they are not managed properly. Recent studies have also shown the possible links between pests and phosphorus loss in forested catchments.
John and I will give this presentation in two parts. I will talk about pests and then John will move to farming. Neither of us will predict how much phosphorus could be managed nor comment on the cost-effectiveness of any actions. We simply attempt to provide ballpark figures for work that could reduce phosphorus losses to the lakes to some degree.

text: Lake Tarawera - The costs of P mitigation and pest control Firstly, we have been asked to talk about the costs of mitigating P in the Tarawera catchments. It is reasonably well understood that farming activities can lead to phosphorus loss if they are not managed properly. Recent studies have also shown the possible links between pests and phosphorus loss in forested catchments.
John and I will give this presentation in two parts. I will talk about pests and then John will move to farming. Neither of us will predict how much phosphorus could be managed nor comment on the cost-effectiveness of any actions. We simply attempt to provide ballpark figures for work that could reduce phosphorus losses to the lakes to some degree.

year: 2017

title: ‘Doctoring’ our own: Confessions of a Māori doctoral supervisor

authors: Hohepa, Margie Kahukura

subjects: Māori doctoral student

abstract: There is very little literature, empirically based or otherwise, on the supervision of Māori doctoral students (Fitzgerald, 2005; Pope, 2008; Kidman, 2007; Smith, 2007). There is even less relating to Māori supervisors working with Māori doctoral students (Kidinan, 2007), let alone Māori supervisors working with non- Māori students. While the relatively large corpus of literature on doctoral supervision may be of some assistance to Māori supervisors, there is also a dearth of studies that focus on the pedagogical aspects. Research undertaken by Elizabeth McKinley and her co-researchers (McKinley, Grant, Middleton, Irwin & Williams, 2009) will now help to fill the literature gap on the teaching and learning process of supervision as it pertains to Māori.

text: ‘Doctoring’ our own: Confessions of a Māori doctoral supervisor There is very little literature, empirically based or otherwise, on the supervision of Māori doctoral students (Fitzgerald, 2005; Pope, 2008; Kidman, 2007; Smith, 2007). There is even less relating to Māori supervisors working with Māori doctoral students (Kidinan, 2007), let alone Māori supervisors working with non- Māori students. While the relatively large corpus of literature on doctoral supervision may be of some assistance to Māori supervisors, there is also a dearth of studies that focus on the pedagogical aspects. Research undertaken by Elizabeth McKinley and her co-researchers (McKinley, Grant, Middleton, Irwin & Williams, 2009) will now help to fill the literature gap on the teaching and learning process of supervision as it pertains to Māori.

year: 2010