Summary

Physical education as a subject area simultaneously addresses psychomotor, cognitive, and affective learning objectives. Despite the recognized potential of physical education to promote affective learning objectives, these have been ill-defined in the curriculum and often neglected in practice. However, with a growing interest in social and emotional learning across the curriculum, physical education is now expected to better articulate and demonstrate its contributions in this area. While the framework may be new, social and emotional learning competencies (e.g., self-awareness, self-management, social awareness, relationship skills, and responsible decision-making) can be seamlessly integrated into quality, student-centered physical education. Given the growing policy support and existing best practice for teaching personal and social skills, it seems clear that with continued advocacy and teacher education, social and emotional learning competencies can be integrated into the physical education curriculum in a much more intentional and coherent way.