ADVANCING
IN PHYSICAL EDUCATION & ATHLETICS
INTRODUCTION
Physical education is more than physical activity; it is a powerful platform for developing essential Social-Emotional skills as outlined in the Collaborative for Academic, Social, Emotional Learning (CASEL) Framework Skills such as perseverance, responsible decision-making, self-awareness, and collaboration are strengthened through intentional movement, team sports, and wellness practices Engaging in physical activity fosters resilience, goal-setting, empathy, and selfregulation skills that support not only physical health but also emotional well-being and enhance interpersonal relationships
By exploring the connection between SEL, physical education, and athletics, this resource illustrates how movement and sports cultivate both social-emotional and lifelong wellness competencies, preparing learners to thrive beyond the gym or playing field It offers practical insights and real-world strategies for educators, coaches, and school leaders aiming to create inclusive, supportive, and emotionally intelligent learning environments Whether you're seeking to elevate student engagement, improve school climate, or nurture leadership and empathy through sports, you'll find the tools and inspiration to integrate SEL meaningfully into every movement-based experience
PURPOSE
This guide provides resources and support for teachers, educational leaders, athletics staff, and those who are committed to the wellness of students and student-athletes. It is designed to help school communities thoughtfully integrate physical education and athletics with social-emotional learning (SEL). By weaving together these disciplines the goal is to foster environments where students thrive academically, physically, and emotionally both in the classroom and the athletic arena
OBJECTIVES:
1. Offer resources that promote social-emotional wellness
2 Share methods that integrate movement, athletics, and wellness
RESEARCH & DEVELOPMENT:
Leading researchers and educators agree that integrating SEL into physical education yields significant benefits According to the Collaborative for Academic, Social, and Emotional Learning (CASEL), “Physical activity offers a natural context
BACKGROUND
WHY PE & SEL? WHAT IS THE CASEL FRAMEWORK?
The CASEL Framework outlines five core competencies self-awareness, selfmanagement, social awareness, relationship skills, and responsible decision-making that support student success in school and life. In Physical Education, these competencies are naturally embedded: students learn to manage emotions during competition (self-management), recognize personal strengths when setting fitness goals (self-awareness), collaborate with teammates (relationship skills), show empathy during group activities (social awareness), and make safe, respectful choices during physical challenges (responsible decision-making) Importantly, the inclusion of social-emotional learning has been part of the California Physical Education Model Content Standards since 2005, which state that students should “demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.” Integrating SEL into PE isn’t something extra it’s a foundational part of how students play, move, and interact every day.
Integrating Social-Emotional Learning (SEL) with Physical Education and Athletics enhances students’ overall development by fostering critical life skills through movement and sport. Physical activity provides authentic opportunities to practice self-management, build positive relationships, and make responsible decisions in real time. Whether through individual fitness goals or team-based competition, students learn perseverance, empathy, and effective communication. This integration not only supports mental and emotional well-being but also creates inclusive, supportive environments where all students can thrive on and off the field
It is the perfect moment to take action equip programs with intentional SEL strategies, empower educators and coaches, and create learning experiences that prepare every student for life-long wellness and success
Included in the guide: resources, opportunities, partner organizations, related research & articles
ELEMENTARY RESOURCE GUIDE
PROFESSIONAL LEARNING FOR EDUCATORS
Physical Education in the Elementary grades offers a unique and powerful opportunity to support students’ social and emotional learning (SEL) while promoting physical health and mental well-being In PE, students learn through movement, teamwork, and selfregulation in ways that look and feel different from the classroom The active, collaborative nature of PE creates ideal conditions for students to build self-awareness, manage emotions, develop empathy, and practice responsible decision-making. The CASEL Framework identifies five core SEL competencies: self-awareness, selfmanagement, social awareness, relationship skills, and responsible decision-making These skills are naturally aligned with the goals and activities of quality physical education programs. By intentionally connecting SEL to PE instruction, we can help students thrive not only in school but also in life
The Physical Education/SEL Crosswalk illustrates how PE standards align with the five core SEL competencies. It highlights how physical education naturally supports socialemotional learning by embedding these competencies into movement-based activities. This integration is especially impactful in the elementary years, when students are forming foundational habits, behaviors, and attitudes Physical activity not only supports physical health but also contributes to mental well-being, emotional resilience, and a strong sense of self. By intentionally connecting SEL and PE, educators can create dynamic learning environments that foster the whole child physically, emotionally, and socially
By incorporating strategies that create a learning environment where all students feel seen, supported, empowered, and promote the development of positive and productive relationships, a key milestone in primary grades, the whole child’s development is nurtured and supported. In physical education, positive and productive relationships are built through collaborative activities, partner and team challenges, and reflective discussions that encourage students to listen to one another, communicate effectively, support their peers, and demonstrate empathy and good sportsmanship Equally important is the relationship between the educator and their students when teachers model respect, care, and consistency, they create a safe and encouraging environment where students are more willing to take risks, work together, and grow both physically and emotionally Together, these intentional practices lay the foundation for lifelong social, emotional, and physical well-being, empowering students to thrive both in and beyond PE time.
PROFESSIONAL LEARNING & RESOURCES FOR SEL & PE
Reference Guide for Physical Education in California Schools (Los Angeles County Office of Education)
California Department of Education: Physical Education standards & framework Society of Health & Physical Educators (SHAPE): Appropriate Instructional Practice Guidelines
Online Physical Education Network (OPEN): Tools for Professional Growth & Development - Best Practices
CASEL District Resource Center: Focus Area 3 - Promote SEL for Students
Move Your Body Calm Your Mind - A California statewide initiative that promotes accessible physical activity and mindfulness practices to enhance mental and physical well-being for individuals of all ages.
Solano County Office of Education | Social-Emotional Learning Community of Practice
MIDDLE SCHOOL AND HIGH SCHOOL RESOURCE GUIDE
Physical Education (PE) undergoes a significant transformation as students progress from elementary to middle and high school. In elementary school, PE emphasizes foundational motor skills, cooperative play, and learning how to be part of a team in a supportive, inclusive environment. As students transition into adolescence, they undergo profound physical, cognitive, and emotional changes, requiring a shift in both health and physical education instruction. Middle and high school PE introduces more sophisticated levels of play, greater personal and social responsibility, and organized sports, reflecting the developmental changes that come with puberty and identity formation.
This evolution is not just physical it's social and emotional With the integration of the CASEL framework, particularly competencies like responsible decisionmaking (e g , proper use of equipment), self-awareness, and social awareness, PE becomes a critical space for supporting adolescent development Issues such as body image, self-esteem, and social comparison emerge more prominently, and the role of the PE teacher expands to include trauma-informed and developmentally responsive practices In these years, students are learning to move from a focus on the self to the dynamics of the team, learning how to face competitive stress, manage peer perception, and navigate identity.
Deep consideration should be given to social-emotional learning (SEL) at the middle and high school level as it equips students not only to play well, but to live well developing resilience, empathy, and healthy coping strategies in a highpressure world. By understanding adolescent brain development and the emotional dynamics of competitive sports, PE can become more than a physical outlet it can serve as a cornerstone of adolescent growth and development.
WHAT ARE THE SPECIFIC NEEDS FOR ADOLESCENCE AND SEL?
Adolescents have distinct developmental needs that make social-emotional learning (SEL) essential during this stage As they experience rapid brain development particularly in areas responsible for emotion regulation, impulse control, and long-term planning they are more sensitive to social dynamics, peer acceptance, and identity formation This period is marked by increased selfconsciousness, risk-taking behaviors, and heightened emotional intensity, making skills like self-awareness, self-management, and responsible decision-making crucial Adolescents also begin to explore autonomy and develop a deeper sense of purpose, which means they need opportunities for meaningful reflection, voice, and agency. SEL supports these needs by helping students manage stress, build healthy relationships, navigate social pressures, and make values-based decisions. In the context of PE, where students may feel vulnerable due to body changes or competitive environments, integrating SEL can create a more inclusive and affirming space that fosters both physical and emotional growth.
PROFESSIONAL LEARNING & RESOURCES FOR SEL & PE:
The Benefits of a Written Curriculum for Physical Education and School Sports: A curriculum with elements of social and emotional learning helps kids develop good relationships with teammates and perform better.
SEL Possibilities in Physical Education: Physical education teaches relationshipbuilding and self-management skills, making it a natural for social and emotional learning.
CALHOPE + Schools
COACHING STUDENT ATHLETES RESOURCE GUIDE
There is a growing recognition that coaching particularly in youth athletics has historically been “transactional,” focused more on outcomes and performance than on relationships and athlete development (InSideOut Coaching: How Sports Can Transform Lives, by Joe Ehrman). When coaches intentionally embed SEL best practices into their work, they create space to better understand and respond to what student-athletes need emotionally and socially. Building productive, positive relationships with student-athletes requires more than motivating and training; it calls for a deep commitment to enhancing their wellbeing and agency, prioritizing who they are over how they perform. By supporting the development of social and emotional skills, coaches help athletes build resilience, strengthen their self-awareness, foster healthy connections, and thrive both in sports and in life
In high school athletics, Transformative Social and Emotional Learning (TSEL) plays a critical role in shaping not just how athletes perform, but who they become TSEL emphasizes the development of identity, agency, and belonging by embedding practices that promote equity, inclusion, and meaningful relationships. This is especially important for student-athletes who view sports as more than just a game as a pathway to college scholarships, financial stability, or the opportunity to uplift their families. For these students, the pressure to succeed can lead them to equate success with aggression, emotional suppression, or constant self-sacrifice.
In these environments, skilled coaches act as mentors, role models, and often lifelines When coaches prioritize emotional awareness, cultural understanding, and relationship-building, they help athletes develop resilience, manage pressure, and stay connected to their values That’s why it’s essential for everyone involved in the student-athlete experience to understand and apply SEL principles Competitive athletic programs must also be compassionate ones, intentionally designed to support students’ full development as leaders, teammates, and human beings
PROFESSIONAL LEARNING FOR SEL & ATHLETICS:
Social Emotional Learning (SEL) Practices to Enhance Athlete Performance: A Toolkit for Coaches of Middle, High School and Collegiate Athletes (PDF)
Incorporating the SEL Framework Into Your Practice
InsideOut Initiative - A national movement, supported by the NFL Foundation, that empowers school communities to transform interscholastic athletics into purpose-based programs focused on human growth, character development, and creating a culture of belonging for all student-athletes
Transformative SEL
RESOURCES:
Athlete HelpLine
Bodies In Motion - University of North Texas
SCHOOL LEADERS RESOURCE GUIDE
The relationship between school culture and athletics is often overlooked, yet athletics play a major role in shaping student identity, campus climate, and community engagement. This raises urgent questions: How are we equipping teachers, educational leaders, athletics staff–those who spend time with studentathletes outside the classroom? How do we support coaches and staff who are not typically included in traditional educator professional learning opportunities? And importantly, what role could school counselors, wellness staff, or mental health professionals play in directly supporting student-athletes during games or high-stress events?
To build a responsive and equitable system, we must create opportunities for athletic staff to learn, process and grow together; and establish spaces that give athletes a voice in shaping their experience
Athletics are not separate from school culture they are central to it The emotional, psychological, and social well-being of our student-athletes impacts not only their performance on the field but their ability to thrive in the classroom If we ignore that connection, we miss a vital opportunity to advance equity and student success. Research shows that participation in athletics is associated with higher levels of school engagement, improved academic performance, and stronger peer relationships. Participation in athletics equips students with essential life skills like time management, leadership, and resilience that lay the foundation for success far beyond the classroom and well into their future careers and personal lives. For many students, especially those from historically marginalized backgrounds, sports serve as an entry point into broader academic and social support systems. Focusing on athletics as a core component of a student-centered educational system fosters inclusive, connected, and highperforming school communities
PROFESSIONAL LEARNING FOR SCHOOL LEADERS & COUNSELORS:
Conditions for Thriving: School Leaders - Guidance to support school leaders to co-create
Transformative SEL Conditions for Thriving (CDE)
T-SEL Readiness & Reflection Prompts
Riverside COE Transformative Social Emotional Learning (TSEL)
California schools need a fitness revolution
RESOURCES:
Athlete HelpLine
Positive Coaching Alliance
Sports Equity Agenda (Oakland)
RESEARCH:
Effect of Participation in School Sports Teams on Middle School Students’ Engagement in School
Interscholastic Sports Academic Performance and Attendance of Middle School Student Athletes and Nonathletes
High school sports participation lowers major crime and suspensions
RELATED ORGANIZATIONS:
BIBLIOGRAPHY
Bailey, R (2006) Physical education and sport in schools: A review of benefits and outcomes Journal of School Health, 76(8), 397–401 https://doi org/10 1111/j 1746-1561 2006 00132 x
Blakemore, S -J , & Mills, K L (2014) Is Adolescence a Sensitive Period for Sociocultural Processing? Annual Review of Psychology, 65(1), 187–207 https://doi org/10 1146/annurevpsych-010213-115202
Centers for Disease Control and Prevention. (2022). CDC Archive | Physical Education. archive.cdc.gov/#/details?q=The%20Association%20Between%20SchoolBased%20Physical%20Activity.
Centers for Disease Control and Prevention. (2010) The Association Between School-Based Physical Activity, Including Physical Education, and Academic Performance. https://stacks.cdc.gov/view/cdc/25616
Cipriano, C , & Brackett, M (2020) Issue Brief: Supporting School Community Wellness with Social and Emotional Learning (SEL) during and after a Pandemic https://prevention psu edu/sel/issue-briefs/supporting-school-community-wellness-withsocial-and-emotional-learning-sel-during-and-after-a-pandemic/
Collaborative for Academic, Social, and Emotional Learning (CASEL) (2021) Focus Area 3Promote SEL for Students - CASEL District Resource Guide drc casel org/promote-sel-forstudents/
Collaborative for Academic, Social, and Emotional Learning (CASEL) (2022) What Does the Research Say? casel org/fundamentals-of-sel/what-does-the-research-say/
Collaborative for Academic, Social, and Emotional Learning (CASEL) (2022) What Is the CASEL Framework? casel.org/fundamentals-of-sel/what-is-the-casel-framework/.
Collaborative for Academic, Social, and Emotional Learning (CASEL). Transformative SEL. casel.org/fundamentals-of-sel/how-does-sel-support-educational-equity-andexcellence/transformative-sel/.
Conditions for Thriving: Guidance to Support School Leaders to Co-Create Transformative Social and Emotional Learning (T-SEL) (CA Dept. of Education). (2024, April). www cde ca gov/ci/se/tselcondschoolleaders asp
Curriculum Development and Supplemental Materials Commission. (2009). Physical Education Framework for California Public Schools Kindergarten through Grade Twelve. (CA Dept. of Education). https://www.cde.ca.gov/ci/pe/cf/documents/peframework2009.pdf
Curtin, D. (2022). SEL Possibilities in Physical Education. Edutopia, Retrieved from: www.edutopia.org/article/sel-possibilities-physical-education/.
Dyke, K (2013) Academic Achievement of Elementary Students: A Comparison Study of Student Athletes versus Nonathletes Electronic Theses and Dissertations Paper 1142 https://dc etsu edu/cgi/viewcontent cgi?article=2276&context=etd
Ehrmann, J (2011) InSideOut Coaching: How Sports Can Transform Lives New York: Simon & Schuster
Elias, M J , and Lyons, M (2023) The Benefits of a Written Curriculum for Physical Education and School Sports Edutopia, Retrieved from: www edutopia org/article/sel-focus-withinsports-pe/ Governor’s Advisory Council on Physical Fitness and Mental Well-Being (2025) Move Your Body Calm Your Mind Retrieved from: moveyourbodycalmyourmind org/
Hebard, S.P., Oakes, L.R., Davoren, A.K., Milroy, J.J., Redman, J., Ehrmann, J. & Wyrick,D.L. (2021), Transformational Coaching and Leadership: Athletic Administrators' Novel Application of Social and Emotional Competencies in High School Sports. Journal of Research In Innovative Teaching & Learning, 14(3), 345-364. https://doi.org/10.1108/JRIT-012021-0006
Infurna, C.J., Booker, L., & Bertucci, A. Social Emotional Learning (SEL) Practices to Enhance Athlete Performance. Children’s Institute. Retrieved from: https://childrensinstitute net/sites/default/files/documents/SEL-for-AthleticCoaches 6 2022 pdf
Knifsend, C & Graham, S (2011) Too Much of a Good Thing? How Breadth of Extracurricular Participation Relates to School-Related Affect and Academic Outcomes During Adolescence Journal of Youth and Adolescence 41 379-89 10 1007/s10964-011-9737-4
Kohl, H W & Cook, H D (2013) Educating the Student Body: Taking Physical Activity and Physical Education to School Washington, DC: Institute of Medicine of the National Academies
Liu W , Wang W , & Yang S (2023) Perceived Transformational Leadership from the Coach and Athletes' Subjective Well-being: A moderated mediated model Front Psychology https://doi.org/10.3389/fpsyg.2022.1100645
Los Angeles County Office of Education. (2025) Reference Guide for Physical Education in California Schools. Retrieved from: www.flipsnack.com/55EA6FCC5A8/reference-guide-forphysical-education-in-california-schools/full-view.html.
Physical Education Model Content Standards for California Public Schools | Kindergarten through Grade Twelve. (CA Dept. of Education) (2017). www cde ca gov/be/st/ss/documents/pestandards pdf
Positive Coaching Alliance (2019) Oakland Sports Equity Agenda Retrieved from: drive google com/file/d/1N5 Yq7Lew2UCK0mlCNBMM1cg-CCK0YBf/view
Riverside County Office of Education (2021) Transformative Social Emotional Learning (TSEL) Retrieved from: www rcoe us/departments/leadership-wellness-and-studentservices/school-engagement-and-wellness/transformative-social-emotional-learning-tsel
Samuelson, K H (2011) Interscholastic Sports Academic Performance and Attendance of MiddleSchool Student Athletes and Nonathletes Electronic Theses and Dissertations Paper 1366 https://dc etsu edu/etd/1366
Society of Health And Physical Educators (SHAPE) America. (2019) Physical Education/SEL Crosswalk. Retrieved from: www.shapeamerica.org/Common/Uploaded%20files/document manager/standards/guideli nes/PE-SEL-Crosswalk.pdf.
Society of Health And Physical Educators (SHAPE) America. (2009). Appropriate Instructional Practice Guidelines, K-12: A Side-By-Side Comparison. Retrieved from: www.shapeamerica.org/Common/Uploaded%20files/uploads/pdfs/AppropriateInstructional-Practices-Grid.pdf.
Smith, A (2020) Incorporating the SEL Framework into Your Practice Retrieved from: www up2us org/blog/2020/5/26/incorporating-the-sel-framework-into-your-practice T-SEL Readiness and Reflection Prompts: Readiness and Reflection Prompts to Support the Implementation of California Transformative Social and Emotional Learning (T-SEL) Competencies and Conditions (CA Dept of Education) (2025, April) www cde ca gov/ci/se/tselreflection asp
Templeton, D (2025) California Schools Need a Fitness Revolution EdSource, Retrieved from: edsource org/2025/california-schools-need-a-fitness-revolution/732149
Tools for Professional Growth & Development (2025) Best Practices Retrieved from: openphysed org/bestpractice
Wadley, J. (2012). High School Sports Participation Lowers Major Crime and Suspensions. University of Michigan News. Retrieved from: news.umich.edu/high-school-sportsparticipation-lowers-major-crime-and-suspensions/.
Yanık, M. (2018). Effect of Participation in School Sports Teams on Middle School Students’ Engagement in School. Education Sciences. 8(3). 123. https://doi.org/10.3390/educsci8030123.
ADVANCING SOCIAL EMOTIONAL LEARNING (SEL)
IN PHYSICAL EDUCATION & ATHLETICS