Abstract

Social competence is essential for successful performance in school and life. Siedentop (1980) suggested that physical education settings and related activities may serve as useful vehicles for improving pro-social skills and values. Physical education literature draws a clear distinction between educating about, in, and through movement (Arnold, 1988, 1999). Despite a notable proliferation of pro-social programs in physical education curricula, a clear rationale for teaching pro-social skills through physical education was yet to be provided. This paper presents a rationale for why educating for prosocial skills through physical education-related activities and offers examples to aid teachers and clinicians in tailoring their environments towards the acquisition of pro-social skills.

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Additional Information

ISSN
1934-8924
Print ISSN
0748-8491
Pages
pp. 471-486
Launched on MUSE
2009-06-27
Open Access
No
Archive Status
Archived 2020
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