ABSTRACT
The subject of physical education has much potential for facilitating learning within the affective domain – particularly with consideration of social and emotional learning competencies. However, it has been suggested that the subject has not yet maximised its potential in this regard. There are various reasons for this, though the lack of consensus as to what constitutes social and emotional learning within physical education is particularly noteworthy. ‘Threshold concepts' might provide an opportunity to seek clarity and could act as a useful means by which to (re)orientate how PE conceptualises and approaches learning and teaching around social and emotional learning.
