社會與情緒學習 (social and emotional learning) 旨在幫助孩童發展整合思考、感受與行為的能力，於美國成立的學業和社會與情緒學習學會 (Collaborative for Academic, Social, and EmotionalLearning) 界定五項核心能力，包含：自我覺察、自我管理、社會覺察、人際技巧和負責任的決定。本文目的在瞭解社會與情緒學習之研究發展，搜尋英文資料庫，篩選近年以體育教學模式發展社會與情緒學習為主題之實證性研究，共篩選出12 篇符合條件的文獻，並以綜合評論的方式，回顧社會與情緒學習的概念及其在學校體育活動中之應用。結果歸納出四個研究發現：一、社會與情緒學習能力能透過不同體育教學模式有效地在體育環境中實踐和發展；二、此類研究對象以青少年和高風險學生為主；三、主要以質性研究探索學習和介入過程的變化，而量化研究被應用於客觀測量學習的成效；四、社會與情緒學習有助於青少年正向發展，但其效果是否能遷移至其他領域仍須持續觀察。總之，在學校體育課與課外運動計畫中發展社會與情緒學習，將有助學生在十二年國民基本教育之自主行動、溝通互動與社會參與等核心素養的發展，以朝全人教育之方向邁進。

Social and emotional learning (SEL) aimed to help youth develop an integrated ability to think, feel, and behave. The American Collaborative for Academic, Social and Emotional Learning (CASEL) has specified five core abilities of SEL, including: self-awareness, self-management, social awareness, relationship-management and responsible decision-making. The purpose of this article was to explore the research direction of SEL by reviewing relevant studies in the past years. A total of 12 articles empirical researches on the integration of SEL into physical education instruction models were reviewed in an attempt to explore the concept of SEL and its application in school settings. The results summarized four findings: (1) SEL can be effectively implemented and practiced through different instruction models in physical education; (2) The subjects were mainly adolescents and at-risk students; (3) Qualitative research was mainly used to explore learning effects and change process of intervention, and then quantitative methods applied objective measures to explore learning effects of study; (4) SEL is conducive to the positive development of youth, but it still needs to be observed whether the effects can be transferred to other fields. In short, SEL helps students develop spontaneity, communication and interaction, and social participation of the core competencies stressed in 12-year Basic Education. As a result, its importance cannot be ignored in promoting the development of holistic education.