Implementing and Marketing an Online Social–Emotional Learning Yoga Program: A Collaborative Approach

Abstract

Physical education teacher education and sport marketing courses both require their majors to apply theory into real-world experiences that simulate the professional experience upon earning their degrees. After-school programming serves as a potential field site for teacher candidates and can also provide sport marketing students with the opportunity to authentically engage in the process of marketing and promotion. This article describes a collaboration between two university courses focused on implementing and marketing a middle school social-emotional learning yoga after-school program. The yoga program was virtual due to the pandemic, and it was led by university personnel. Teacher candidates learning basic teaching behaviors in their coursework logged in and engaged with the students and the content throughout the semester. Sport marketing students completed a project focused on marketing the program to secure additional student participants, and they also developed group names and logos to engage the community beyond the program. Collaborations across disciplines can enhance community-engaged partnerships, practical experiences for college students, and youth experiences in after-school programming.

Disclosure Statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Victoria N. Shiver

Victoria N. Shiver ([email protected]) is an assistant professor in the Department of Health, Exercise and Sports Sciences at the University of New Mexico in Albuquerque, NM. Marcella G. Otto is an assistant professor in the Department of Sports Science & Wellness at Hampton University in Hampton, VA.