Integrating health and physical activity with social emotional learning in before- and after-school programs.

Autor/inn/en	Barcelona, Jeanne; Centeio, Erin E.; Parker, Melissa
Titel	Integrating health and physical activity with social emotional learning in before- and after-school programs. Gefälligkeitsübersetzung: Verbindung von Gesundheit und körperlicher Aktivität mit sozial-emotionalem Lernen in Programmen vor und nach der Schule.
Quelle	Aus: Marttinen, Risto (Hrsg.); Centeio, Erin E. (Hrsg.); Quarmby, Thomas (Hrsg.): Before- and after-school physical activity programs. Frameworks, critical issues and underserved populations. New York (N.Y.): Routledge (2021) [12 S.]Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	9780367509385
Schlagwörter	Pädagogik; Forschung; Emotion; Persönlichkeitsentwicklung; Forschung; Gesundheit; Kind; Pädagogik; Soziales Lernen; Bewegungserziehung; Persönlichkeitsentwicklung; Sportpädagogik; Freizeitangebot; Gesundheitsförderung; Kind; Lernprozess; Soziales Lernen; Gesundheit; Gesundheitsförderung; Bewegung (Motorische); Bewegungsaktivität; Bewegungserziehung; Sportpädagogik; Freizeitangebot; Jugendlicher
Abstract	Spurred by continued efforts of school health professionals and educators to address student needs, social emotional learning (SEL) has become a high priority in schools nationwide (Jones & DoLittle, 2017). Educators have sought innovative ways to incorporate SEL across the school day. Out-of-school time has also been identified as an ideal opportunity to reinforce SEL competencies. The Whole School, Whole Community, Whole Child (WSCC) school-centered model as well as the teaching personal and social responsibility (TPSR) physical education centered model intersect with the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework for SEL; and in conjunction advance the notion of how we think about SEL and development in children across the school day and beyond. Accordingly, the objectives of this book chapter are to 1). Define SEL and provide an overview of its potential contribution to out of school programming, 2). Review global SEL approaches as they relate to out of school time, 3). Provide a case study of the Kids Work it Out after-school program that utilizes the SEL framework and 3). Consider strategies and future directions for how SEL can be utilized as a best practice in out-of-school programming. (Autor).
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2023/1