Reconceptualizing affective learning in physical education and sports

Affective learning in physical education and sports has recently emerged as a focal point in educational research, reflecting broader shifts in the understanding of health, well-being, and holistic child development. While traditional models across various cultures prioritized physical strengthening and defense, modern approaches increasingly recognize the importance of fostering emotional and social growth through movement-based experiences. With the evolution of curricular standards—exemplified by SHAPE America’s latest national benchmarks, which prioritize social and personal skills—there is a growing consensus that affective learning should be a central component of school programs and extracurricular activities. Despite this recognition, meaningful progress in scholarly work and practical implementation has been limited. Key questions persist regarding how affective competence is conceptualized globally, how best to nurture these abilities in diverse environments, and how such learning translates into motivation, confidence, and lifelong engagement in physical activity.This Research Topic aims to expand academic understanding of affective learning within physical education and sports by fostering interdisciplinary and cross-cultural discussion about its critical role in student and participant development. Central to this inquiry are questions about the conceptualization and reconceptualization of affective learning, the design and arrangement of effective interventions, the evaluation of outcomes, and the exploration of similarities and differences across cultural contexts. By assembling a diverse body of research and practice, this Research Topic seeks to reframe affective learning as a cornerstone of educational experiences in movement-related contexts. The ultimate goal is to enrich learning opportunities, inspire new pedagogical models, and guide future policies that empower children, adolescents, and adults to embrace physical activity with confidence and motivation.The scope of this Research Topic encompasses both theoretical and practical contributions that interrogate the boundaries and innovations of affective learning in physical activity, with an emphasis on comparative, developmental, and cross-cultural research. We encourage submissions on a wide variety of approaches, provided they engage substantively with affective dimensions in physical education or sports. To gather further insights into these emerging areas, we welcome articles addressing, but not limited to, the following themes:• Comparisons of cross-cultural affective concepts• Analyses of affective (re)conceptualization in specific settings (such as school PE, extracurricular programs, or sport clubs)• Theoretical framework development• Action research and program implementation in practical settings• Evaluation of intervention effectiveness• Social and emotional learning and physical literacy• Policy and pedagogical innovation• Design and validation of assessment tools• The interaction of affective learning and well-being in everyday life Topic editors: Paul Wright, María Espada, Yoshinori Okade, Deng-Yau Shy, Feng-Min Wei Source: https://www.frontiersin.org/research-topics/77153/reconceptualizing-affective-learning-in-physical-education-and-sports