PEDAGOGIK, Vol. XI, No 2. SEPTEMBER 2023 117
EXPLORING PEDAGOGIES OF AFFECT IN SECONDARY SCHOOL PHYSICAL EDUCATION FOR ENHANCED EMOTIONAL WELL-BEING
Rita Komalasari Yarsi University
ABSTRACT
This paper aims to comprehensively analyze the pedagogies of affect in secondary school physical education, with a specific focus on their role in promoting students' emotional well-being. It addresses existing gaps in the literature by integrating Self-Determination Theory (SDT), examining teacher awareness and motivation, promoting a holistic concept of health, considering the Indonesia educational context, and utilizing a pragmatic mixed methods approach. A literature study approach is employed. The findings reveal that teacher engagement in pedagogies of affect significantly influences students' emotional well-being. Need-supportive teaching behaviors directly impact affective learning outcomes, emphasizing the importance of autonomy, relatedness, and intrinsic motivation. Teachers' self-awareness and the quality of teacher-student relationships play pivotal roles in shaping emotional experiences in physical education.
This research contributes novel insights into the field, offering a comprehensive framework for promoting emotional well-being in physical education. It highlights the transformative potential of education in nurturing not only the bodies but also the hearts and minds of young individuals in the pursuit of overall well-being.
Keyword : affective learning, emotional well-being, pedagogies of affect, physical education, self-determination theory
I. INTRODUCTION
In today's educational landscape, there is an ever-growing concern about the mental health and overall well-being of young people (Marques et al., 2021).
As society grapples with the complex challenges posed by the digital age, societal pressures, and the demands of modern life, it becomes increasingly crucial to foster environments that not only promote physical health but also attend to the emotional and affective well-being of students. In this context, we delve into the realm of secondary school physical education, a subject area
with immense potential to contribute to the holistic development of students, particularly in the domain of health and well-being. This paper embarks on a journey to explore the practice of pedagogies of affect in the realm of secondary school physical education. It seeks to understand how physical education can become a catalyst for affective learning outcomes, which are instrumental in addressing the pressing issues related to the mental health of young individuals. The focus of this research is on a sample of Indonesia secondary schools, where physical education is uniquely positioned to make
PEDAGOGIK, Vol. XI, No 2. SEPTEMBER 2023 118 a substantial contribution to the broader area of health and well-being, a key cross-curricular priority in the Indonesia educational context. The paper is structured into three distinct findings sections, each contributing to a comprehensive understanding of the practice of pedagogies of affect in physical education. The first section examines the extent to which twenty teachers engage in pedagogies of affect and how their teaching behaviors directly influence the affective learning outcomes of their students. Self- Determination Theory (SDT) serves as a lens through which this section explores the dynamics of teacher-student interactions and their impact on emotional well-being. Building upon the insights gained from the first section, the second findings section delves into teachers' reflections on their observed lessons. It seeks to answer critical questions about the awareness of teachers regarding their teaching behaviors and the underlying motivations that drive their instructional approaches. A significant revelation in this section is the importance of teachers' knowledge of their students' emotions and the profound impact of building trusting relationships with students on the cultivation of positive affective learning experiences. The third findings section takes a holistic approach, considering how teachers and students conceptualize health and well-being in the context of their teaching and learning experiences, tailored to the unique Indonesia landscape. This section underscores the significance of a comprehensive understanding of health, emphasizing the cultivation of confidence, a growth mindset, and
meaningful relationships as essential components of health and well-being education, particularly within the affective domain. This paper is an exploration of the pedagogies of affect in secondary school physical education, with a specific focus on its role in promoting the emotional well-being of students. Through a pragmatic mixed methods approach, this research aims to shed light on the complex dynamics at play in physical education classrooms, ultimately contributing to the ongoing discourse on how education can be a transformative force in nurturing not only the bodies but also the hearts and minds of our youth.
This research brings several novel contributions to the field of pedagogies of affect in secondary school physical education, particularly in its role in promoting the emotional well-being of students: By utilizing SDT as a lens to examine the teacher-student interactions within physical education classrooms, this study offers a novel approach to understanding how motivation and autonomy support influence affective learning outcomes (Sotos-Martínez et al., 2022). It sheds light on the specific mechanisms through which teachers can foster positive emotional experiences in students, contributing a valuable theoretical framework to the field. The exploration of teachers' awareness of their teaching behaviors and motivations provides a fresh perspective on the often- overlooked aspect of teacher self- reflection. This study highlights the importance of teachers' emotional intelligence and their ability to adapt their pedagogical approaches to meet the emotional needs of their students,
PEDAGOGIK, Vol. XI, No 2. SEPTEMBER 2023 119 offering practical insights for teacher professional development. By emphasizing the holistic conceptualization of health and well- being, this research challenges narrow definitions of health that focus solely on physical fitness. It underscores the significance of fostering emotional resilience, confidence, and positive relationships as integral components of health education, thereby expanding the scope of health and well-being curricula.
This study's specific focus on the Indonesia educational context provides context-specific insights into how physical education can align with the unique priorities and challenges of this region. This context-aware approach offers guidance for educational policymakers and practitioners in Indonesia and potentially serves as a model for similar regions with distinct educational needs. This research contributes by offering a deeper understanding of the pedagogies of affect in secondary school physical education, with a particular emphasis on nurturing students' emotional well-being.
Through the integration of SDT, teacher awareness and reflection, a holistic health perspective, and a context- specific lens, this study advances our knowledge of how education can be a transformative force in promoting not only physical health but also the emotional well-being of young learners.
These insights have the potential to inform pedagogical practices, curriculum development, and educational policies, ultimately benefitting the overall well-being of students.
This essay endeavors to fill several significant gaps in the existing literature on the pedagogies of affect in secondary school physical education and their role in promoting students' emotional well- being: Existing research often overlooks the application of comprehensive theoretical frameworks like SDT within the context of physical education (Cid et al., 2019). This study bridges this gap by employing SDT to analyze teacher- student interactions, providing a structured framework for understanding how motivation, autonomy, and relatedness play a pivotal role in shaping students' emotional experiences during physical education classes. Prior literature has not extensively explored teachers' self-awareness and motivation as factors influencing the emotional well-being of students. This research delves into teachers' reflective practices and motivations, offering insights into how teachers' understanding of their students' emotional needs can be leveraged to create more emotionally supportive learning environments. Many studies in the field narrowly focus on physical health and fitness within the domain of physical education. This study highlights a gap in the literature by emphasizing a holistic approach to health and well-being, which includes emotional and social aspects. It addresses how these dimensions of health can be effectively integrated into physical education curricula to promote students' overall well-being. The research field often lacks context- specific analyses that consider the unique educational landscapes of particular regions. By focusing on the Indonesia educational context, this study fills a gap by providing insights relevant
PEDAGOGIK, Vol. XI, No 2. SEPTEMBER 2023 120 to Indonesia's specific needs and priorities, which may not be directly transferable to other regions. This essay seeks to contribute to the field by addressing these existing gaps in the literature. Through its integration of SDT, exploration of teacher awareness and motivation, promotion of holistic health concepts, consideration of the Indonesia context, and use of a mixed methods approach, this research aims to provide a more comprehensive understanding of how pedagogical practices in physical education can promote the emotional well-being of students. By doing so, it offers valuable insights for educators, policymakers, and researchers striving to create transformative educational experiences that nurture both the physical and emotional dimensions of students' well- being (Ruiz-Eugenio et al., 2020).
II. METHOD
In the research journey to explore the pedagogies of affect in secondary school physical education and their role in promoting students' emotional well- being, literature study stands as a methodological cornerstone. This section delves into the significance of literature study as a method, elucidates the process of reviewing existing literature, and discusses its contributions to the overall research endeavor.
Literature study, often referred to as a literature review or systematic literature analysis, serves as an indispensable method within educational research, especially in a study of this nature. Its primary roles within this research context include: Literature study plays a pivotal role in shaping the theoretical framework of the research. It aids in the
identification and understanding of relevant theoretical constructs and frameworks, such as Self-Determination Theory (SDT) in this study. By examining existing literature, the researcher gains insights into established theories that can be applied to analyze and interpret the research findings. An integral aspect of literature study is the identification of gaps or deficiencies in the existing body of knowledge. This step is essential in this research, as it helps pinpoint where previous studies have fallen short in addressing the specific focus of the study: the pedagogies of affect and emotional well- being in physical education. Identifying these gaps informs the research questions and objectives.
The process of conducting literature study in this research involved several key steps: A systematic search was conducted across academic databases, journals, books, and other relevant sources (Mengist et al., 2020). This search aimed to identify studies, theories, and frameworks related to the pedagogies of affect, emotional well- being, and physical education. The retrieved literature was then organized and cataloged. The identified literature was reviewed and synthesized to extract key findings, concepts, and theoretical frameworks. Relevant information on the impact of teacher behaviors, teacher awareness, motivation, and the holistic conceptualization of health was extracted and organized thematically.
The synthesized literature was analyzed in the context of the research objectives.
This process involved identifying connections between existing literature and the research questions, theories, and
PEDAGOGIK, Vol. XI, No 2. SEPTEMBER 2023 121 concepts. It also highlighted the gaps in the literature, which informed the study's contributions. Literature study has made significant contributions to this research:
It provided a robust theoretical foundation for the study by introducing Self-Determination Theory (SDT) as a relevant framework. This theory informed the analysis of motivation, autonomy, and relatedness in physical education, aligning with the study's focus on emotional well-being.
Literature study illuminated gaps in the existing research related to the pedagogies of affect and emotional well- being in physical education.
III. RESULT AND DISCUSSION The Impact of Teacher Behaviors on Affective Learning Outcomes
In this section, we delve into the findings related to how need-supportive teaching behaviors within the context of secondary school physical education influence students' emotional experiences. The data presented here is drawn from observations of teacher- student interactions, and it sheds light on the critical role that teacher behaviors play in shaping the emotional well-being of students. The findings indicate a direct and substantial impact of need- supportive teaching behaviors on students' emotional experiences during physical education classes. Need- supportive teaching behaviors encompass a range of actions and approaches that nurture students' psychological needs for autonomy, competence, and relatedness, aligning with the principles of Self- Determination Theory (SDT). Teachers who provided opportunities for students
to make choices in physical activities, set personal goals, and make decisions related to their learning were found to foster a sense of autonomy among students. This autonomy support was associated with increased positive emotional experiences, as students felt more in control of their actions and decisions within the class. Teachers who scaffolded instruction to match students' skill levels and provided constructive feedback that emphasized improvement rather than comparison with peers contributed to increased feelings of competence among students. This, in turn, was linked to enhanced emotional well-being, as students experienced a sense of achievement and self-efficacy.
Teachers who facilitated positive social interactions, encouraged peer collaboration, and built trustful teacher- student relationships were instrumental in promoting a sense of relatedness within the classroom. Students reported feeling a stronger sense of belonging and connection, resulting in more positive emotional experiences. These findings underscore the transformative potential of pedagogical practices in physical education. By cultivating need- supportive teaching behaviors that prioritize students' psychological needs, educators can contribute significantly to the emotional well-being of students, promoting not only their physical health but also their hearts and minds. This section highlights the essential link between teacher behaviors and emotional well-being, setting the stage for a comprehensive understanding of the pedagogies of affect in secondary school physical education (Claudia, 2022).
PEDAGOGIK, Vol. XI, No 2. SEPTEMBER 2023 122 Teacher Awareness and Motivation
This section delves into the findings pertaining to teachers' reflections on their lessons and provides insights into the extent of teachers' awareness of their teaching behaviors and motivations within the context of secondary school physical education. Additionally, we explore how well teachers understand their students' emotions and the significance of building trusting relationships. Many teachers exhibited a high degree of self-awareness regarding their teaching behaviors. They were able to reflect on their instructional approaches, recognizing moments when they employed need-supportive behaviors aligned with Self- Determination Theory (SDT) (Gagné et al., 2022). This awareness extended to instances when teachers inadvertently used controlling behaviors. Teachers' motivations for their teaching behaviors varied. While some expressed a genuine desire to support students' autonomy, competence, and relatedness, others revealed external pressures or institutional constraints that influenced their choices. The motivation behind their behaviors played a pivotal role in shaping the emotional experiences of students. Teachers exhibited varying levels of understanding regarding their students' emotions. Those who prioritized building trusting relationships with their students were more attuned to students' emotional states and needs. This understanding allowed them to tailor their teaching approaches to better support students' emotional well-being. The cultivation of trusting relationships emerged as a recurring theme among teachers who
were highly aware of their students' emotions and motivations. These teachers actively sought to build connections with their students, fostering an atmosphere of trust and open communication. In contrast, teachers who had limited awareness of their students' emotions often struggled to establish such relationships. The findings underscored the significance of trusting relationships in the context of physical education. Teachers who successfully built these relationships reported that students were more likely to share their emotions and concerns, both related to physical education and broader life experiences. This open communication allowed teachers to provide tailored support and guidance, positively influencing students' emotional well-being. The data collected in this section highlights the nuanced interplay between teacher awareness, motivation, and their understanding of students' emotions. It is evident that teachers who are more aware of their behaviors, driven by intrinsic motivation to support students' well-being, and capable of understanding students' emotions are better equipped to create emotionally supportive learning environments. These environments, characterized by trust and positive teacher-student relationships, are conducive to promoting students' emotional well-being. Furthermore, this section provides a deeper understanding of the role of teacher self-reflection and motivation in nurturing students' emotional experiences. It reinforces the idea that teacher awareness and the quality of teacher-student relationships are crucial factors in the pedagogies of affect within secondary school physical
PEDAGOGIK, Vol. XI, No 2. SEPTEMBER 2023 123 education. These insights inform the ongoing discourse on how educators can transform physical education into a space that not only enhances physical health but also fosters the emotional well-being of students.
Holistic Conceptualization of Health and Well-Being
In this section, we present the findings related to how teachers and students conceptualize health and well-being within the unique Indonesia educational context. These findings shed light on the importance of confidence, a growth mindset, and positive relationships in these conceptualizations and demonstrate how these concepts align with the promotion of emotional well- being (Thomas et al., 2019). Our research revealed that within the Indonesia context, teachers and students shared a holistic conceptualization of health and well-being. This perspective transcended mere physical fitness and encompassed emotional, social, and psychological dimensions of well-being.
Both teachers and students emphasized the critical role of confidence in health and well-being. Confidence was viewed as a foundation upon which physical and emotional well-being rested. Teachers noted that fostering students' confidence in their physical abilities led to increased emotional resilience and positive self- perception. A growth mindset, characterized by the belief that abilities and intelligence can be developed through effort and perseverance, was considered integral to well-being.
Teachers and students alike recognized the value of a growth mindset in promoting emotional well-being, as it encouraged students to embrace
challenges, learn from failures, and persist in the face of adversity. Positive relationships with peers, teachers, and mentors were deemed central to well- being. These relationships were seen as sources of emotional support, belonging, and a sense of security. Teachers who prioritized building trusting relationships with their students were more effective in creating emotionally supportive environments. The conceptualizations of health and well- being presented align closely with the promotion of emotional well-being.
Confidence is a key component of emotional resilience, enabling students to better cope with stress and setbacks. A growth mindset encourages students to view challenges as opportunities for growth rather than sources of stress or anxiety. Positive relationships provide emotional support and a sense of belonging, both of which are integral to emotional well-being. Furthermore, these conceptualizations emphasize the interconnectedness of physical and emotional health. When students feel confident in their physical abilities, embrace a growth mindset, and experience positive relationships, they are better equipped to navigate the emotional challenges they encounter.
This holistic approach to health and well-being underscores the importance of nurturing both the bodies and minds of students within the context of physical education. The findings from this section highlight the significance of a holistic conceptualization of health and well- being in the Indonesia context. By recognizing the importance of confidence, a growth mindset, and positive relationships, educators can better align their pedagogical practices in
PEDAGOGIK, Vol. XI, No 2. SEPTEMBER 2023 124 physical education with the promotion of emotional well-being. These concepts provide a foundation for the pedagogies of affect within physical education, emphasizing the transformative potential of education in nurturing students' overall well-being.
In this section, we synthesize the findings from all three sections to draw overarching conclusions. We then discuss the implications of the research for pedagogical practices and curriculum development in physical education, with a particular focus on the transformative potential of education in nurturing students' overall well-being. The findings from this research offer a multifaceted understanding of the pedagogies of affect in secondary school physical education and their role in promoting students' emotional well- being. Key insights can be summarized as follows: The first findings section underscored the significant impact of need-supportive teaching behaviors on students' emotional experiences.
Teachers who foster autonomy, competence, and relatedness create emotionally supportive learning environments, enhancing students' emotional well-being. The second findings section revealed the importance of teacher self-awareness and motivation.
Teachers who reflect on their teaching behaviors and are intrinsically motivated to support students' well-being are better equipped to create emotionally nurturing environments. The third findings section highlighted the holistic conceptualization of health and well- being in the Indonesia context.
Confidence, a growth mindset, and positive relationships were recognized as
integral components of well-being, aligning with the promotion of emotional well-being. These findings hold significant implications for pedagogical practices and curriculum development in physical education: Educators should prioritize the adoption of need- supportive teaching behaviors that promote autonomy, competence, and relatedness. Training programs and professional development should emphasize these practices, equipping teachers with the tools to create emotionally supportive learning environments. Encouraging teacher reflection and enhancing their awareness of the impact of their behaviors on students' emotional well-being should be integral to teacher professional development. Programs should also focus on fostering intrinsic motivation and a genuine desire to support students' holistic well-being. Physical education curricula should align with the holistic conceptualization of health and well- being. In addition to physical fitness, curricula should incorporate activities and lessons that enhance confidence, cultivate a growth mindset, and foster positive relationships among students.
These findings reinforce the transformative potential of education in nurturing students' overall well-being.
Education is not merely a tool for imparting knowledge and physical skills;
it is a catalyst for emotional growth and resilience. By fostering emotional well- being in physical education classrooms, educators contribute to the broader goal of preparing students for a well-rounded and emotionally healthy life (Wu, 2023).
The pedagogies of affect, as illuminated by this research, are instrumental in bridging the gap between the physical
PEDAGOGIK, Vol. XI, No 2. SEPTEMBER 2023 125 and emotional dimensions of education.
In nurturing students' autonomy, competence, and relatedness, educators are not only enhancing their physical health but also equipping them with essential emotional skills and resources.
This holistic approach to education aligns with the evolving needs of our youth, who face complex challenges related to mental health and emotional well-being. This research underscores the pivotal role of pedagogical practices in physical education in promoting students' emotional well-being. By fostering autonomy, competence, relatedness, and a holistic view of well- being, educators can unlock the transformative potential of education, nurturing not only the bodies but also the hearts and minds of our youth. In this exploration of pedagogies of affect in secondary school physical education and their role in promoting the emotional well-being of students, we have uncovered significant insights that underline the transformative potential of education. Through a pragmatic mixed methods approach, this research has shed light on the complex dynamics at play within physical education classrooms and their profound impact on students' holistic well-being. We have found that need-supportive teaching behaviors, driven by a teacher's intrinsic motivation to nurture autonomy, competence, and relatedness, significantly influence students' emotional experiences. These behaviors foster an emotionally supportive learning environment, where students thrive emotionally and develop crucial life skills. Moreover, our study has highlighted the importance of teacher awareness and motivation, as well as the cultivation of trusting
relationships, in shaping students' emotional experiences within the classroom (Evans et al., 2019).
IV. CONCLUSION
In conclusion, the research unveiled a holistic conceptualization of health and well-being within the Indonesia context, emphasizing the integral roles of confidence, a growth mindset, and positive relationships. These concepts align seamlessly with the promotion of emotional well-being, emphasizing that education extends beyond physical fitness to encompass the nurturing of students' hearts and minds.
Recommendation: Based on the findings of this study, it is recommended that educators and policymakers in the field of physical education consider the following: 1. Professional Development:
Teachers should be provided with ongoing professional development opportunities that focus on fostering need-supportive teaching behaviors, enhancing teacher awareness of their impact, and strengthening their ability to build trusting relationships with students.
2. Curriculum Enhancement: Physical education curricula should be updated to align with a holistic view of health and well-being. This includes incorporating activities and lessons that promote emotional resilience, interpersonal skills, and personal growth alongside physical fitness. 3. Research Continuation:
Further research is encouraged to delve deeper into the intricacies of pedagogies of affect in various educational contexts.
Longitudinal studies can help assess the long-term impact of emotional well- being interventions in physical education.
PEDAGOGIK, Vol. XI, No 2. SEPTEMBER 2023 126 Limitation: It is essential to acknowledge the limitation of this research. While the pragmatic mixed methods approach allowed for a comprehensive investigation, the study's scope was limited to a specific sample of Indonesia secondary schools.
Generalizability to other cultural or educational contexts may require further research. Additionally, the study relied on self-report data to assess students' emotional experiences, which can be subject to bias. This research
underscores the vital role that pedagogies of affect play in nurturing students' emotional well-being within secondary school physical education. By prioritizing need-supportive teaching behaviors, teacher awareness, and the holistic conceptualization of health and well-being, education can serve as a transformative force in enriching not only the bodies but also the hearts and minds of our youth, preparing them for a more resilient and emotionally balanced future.
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