Preservice Physical Education Teachers’ Experiences Implementing the Teaching Personal and Social Responsibility Model

2021 ◽  
Vol 78 (2) ◽  
Author(s):  
Anthony Meléndez Nieves ◽  
Luis Estrada Oliver ◽  
Alexis Vargas
Keyword(s):  
Preservice Teachers ◽  
Physical Education ◽  
Social Responsibility ◽  
Elementary Level ◽  
Physical Education Teachers ◽  
Study Results ◽  
Teachers Experiences ◽  
Student Misbehavior ◽  
Personal And Social Responsibility ◽  
Responsibility Model

The purpose of this study was to examine physical education (PE) preservice teachers’ (PSTs) experiences applying the teaching personal and social responsibility model (TPSR) at the elementary level. Fuller’s (1969) theory of concern development served as a framework for this study. A purposive sample of nine PSTs (3 females, 6 males), majoring in PE teacher education, participated in the study. A focus group, observations, and diary reflections were used as data collection methods. Triangulation of the data and a member check process ensured the trustworthiness of the study. Results showed that PSTs were more prepared to teach the TPSR levels of helping others, effort, and autonomy at the elementary level. However, the level of respect was the most challenging level for PSTs to implement. Student misbehavior, planning, communication skills, and environmental factors emerged as practical instructional challenges in applying the TPSR. Finally, participants reported that the TPSR was vital and changed their beliefs regarding PE and contributes to developing values and life skills. Further research should address the concerns and gaps in the levels of respect and effort.

scholarly journals Application of Hellison's Teaching Personal and Social Responsibility Model in Physical Education to Improve Self-Efficacy for Adolescents at Risk of Dropping-out of School

2010 ◽  
Vol 13 (2) ◽  
pp. 667-676 ◽  
Author(s):  
Amparo Escartí ◽  
Melchor Gutiérrez ◽  
Carmina Pascual ◽  
Diana Marín
Keyword(s):  
At Risk ◽  
Physical Education ◽  
Social Responsibility ◽  
Self Efficacy ◽  
Intervention Group ◽  
Dropping Out ◽  
Personal And Social Responsibility ◽  
Responsibility Model ◽  
At Risk Adolescents ◽  
Out Of School

This study evaluated improvement in self-efficacy and personal and social responsibility among at-risk of dropping-out of school adolescents participating in a program in which Hellison's Teaching Personal and Social Responsibility Model was applied in physical education classes during the course of an academic year. Thirty at-risk adolescents aged 13-14 years old (23 boys, 7 girls) were assigned to an intervention group (12 boys and 3 girls) or a comparison group (11 boys, 4 girls), the latter of which did not participate in the program. Quantitative results showed a significant improvement in the students' self-efficacy for enlisting social resources and in self-efficacy for self-regulated learning. Qualitative results showed an improvement in responsibility behaviors of participants in the intervention group. This suggests that the model could be effective for improving psychological and social development in at-risk adolescents, and that physical education classes may be an appropriate arena for working with these young people.

Measuring Students’ Perceptions of Personal and Social Responsibility and the Relationship to Intrinsic Motivation in Urban Physical Education

2008 ◽  
Vol 27 (2) ◽  
pp. 167-178 ◽  
Author(s):  
Weidong Li ◽  
Paul M. Wright ◽  
Paul Bernard Rukavina ◽  
Molly Pickering
Keyword(s):  
Physical Education ◽  
Social Responsibility ◽  
Intrinsic Motivation ◽  
Teaching Practice ◽  
Factor Model ◽  
Physical Education Teachers ◽  
Validity And Reliability ◽  
School Students ◽  
Confirmatory Factor ◽  
Personal And Social Responsibility

The purpose of the current study was to test the validity and reliability of a two-factor model of the Personal and Social Responsibility Questionnaire (PSRQ) and examine the relationships between perceptions of personal and social responsibility and intrinsic motivation in physical education. Participants were 253 middle school students who completed the questionnaires. The results from a confirmatory factor analysis and internal consistency suggest the two-factor PSRQ is valid and reliable for assessing students’ perceptions of personal and social responsibility in physical education. The correlational analysis suggests that participants with higher levels of personal and social responsibility were likely to enjoy physical education more. An important implication for teaching practice is that, to encourage all individuals to be intrinsically motivated to participate in physical education, physical education teachers need to empower students with choices and voices, focus them on effort and self-direction in physical education, and create a respectful and caring learning environment.

scholarly journals THE EFFECTIVENESS OF HELLISON’S MODEL OF PERSONAL AND SOCIAL RESPONSIBILITY IN PHYSICAL EDUCATION TEACHING

2019 ◽  
pp. 663 ◽  
Author(s):  
Svetlana Buišić ◽  
Višnja Đorđić
Keyword(s):  
Physical Education ◽  
Motor Learning ◽  
Social Responsibility ◽  
Youth Violence ◽  
Experimental Program ◽  
Control Group ◽  
Discipline Problems ◽  
Self Evaluation ◽  
Personal And Social Responsibility ◽  
Responsibility Model

Increase in youth violence, discipline problems in schools, decrease of interest in physical activities and other negative trends, impose the need for reconceptualization of physical education. Among promising models, one stands out. It is the Hellison’s responsibility model or Teaching Personal and Social Responsibility model-TPSR Model, based on intrinsic motivation and encouraging personal and social responsibility of students. Goal of the present study was to check the effectiveness of Hellison’s model in primary school physical education setting. Sample consisted of students of third grade of elementary school (N=100; 54 boys, 46 girls), appointed to experimental and control group. The effects of the experimental (TPSR) and standard program of physical education on responsibility in students, motivational orientations, self-evaluation, social support and motor learning were tested. The data was processed by methods of descriptive statistics, MANOVA analysis and Mann-Whitney test (p ≤ .05). After completing experimental program, statistically significant differences were detected in all dependent variables, consistently in favor of the experimental group. Hellison’s model produced the largest effects in the domain of motor learning, responsibility and self-determined motivation in students, which points to validity of its implementation in regular physical education teaching.

Teaching Personal and Social Responsibility in Physical Education Teacher Education

2018 ◽  
pp. 143-162 ◽  
Author(s):  
K. Andrew R. Richards ◽  
Victoria Nicole Ivy ◽  
Michael A. Lawson ◽  
Tania Alameda-Lawson
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Physical Education ◽  
Service Learning ◽  
Social Responsibility ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Low Income Children ◽  
Personal And Social Responsibility

Service-learning has gained popularity in physical education programs as a way to prepare pre-service teachers to work with culturally diverse students. The chapter contributes to this growing movement developing a conceptual framework for the development of a service-learning program fit to meet (a) the learning needs of low-income children and families; (b) the education, training, and socialization needs of preservice teachers; and (c) the design requirements of best practice interventions. A research- and theory-driven application of service-learning through the teaching personal and social responsibility pedagogical model is overviewed in reference to one physical education teacher education program. Lessons learned from the implementation of this model are discussed, as are implications for practice. Improvement science is offered a methodology that can help researchers develop the responsiveness of these initiatives while also furthering the research base of the field.

scholarly journals Effects of a hybrid teaching model (SEM + TGfU) and the model of personal and social responsibility on sportsmanship and enjoyment in 4° Secondary and 1° Baccalaureate students (Efectos de un modelo híbrido de enseñanza (MED + TGfU) y el modelo de respon

Retos ◽  
2021 ◽  
Vol 43 ◽  
pp. 550-559
Author(s):  
Álvaro Gómez Buendía ◽  
Bernardino Javier Sánchez-Alcaraz Martínez ◽  
María Isabel Cifo Izquierdo ◽  
Alberto Gómez Mármol
Keyword(s):  
Physical Education ◽  
Social Responsibility ◽  
Hybrid Model ◽  
Teaching Games For Understanding ◽  
Positive Effects ◽  
Hybrid Teaching ◽  
Pedagogical Models ◽  
Personal And Social Responsibility ◽  
Responsibility Model ◽  
The One

The application of pedagogical models can have positive effects on sportsmanship and students’ enjoyment of Physical Education (PE) lessons. The aim of this study was to compare the influence on sportsmanship and fun of the application of, on the one hand, the combination of the Sports Education Model (SEM) and the Teaching Games for Understanding (TGfU) model and, on the other, the Personal and Social Responsibility Model (PSRM). The participants in this study were a total of 85 Spanish teenagers, 39 girls and 46 boys, studying Secondary Education. They completed the SSI questionnaires adapted to Physical Education (SSI-PE) to analyse their enjoyment, and the Multidimensional Sportsmanship Orientations Scale (MSOS) to analyse sportsmanship. Results showed significant differences in enjoyment when applying both the hybrid model (SEM+TGfU) and the PSRM model (p < .01). It is concluded that both interventions with the hybrid model and the PSRM generate positive effects on students’ enjoyment. Resumen. La aplicación de modelos pedagógicos puede tener efectos positivos sobre la deportividad y la diversión del alumnado en la clases de Educación Física (EF). El objeto de estudio se basó en comparar la influencia de la aplicación de una hibridación del Modelo de Educación Deportiva (MED) y el Modelo Comprensivo (TGfU), y del Modelo de Responsabilidad Personal y Social (MRPS), sobre la deportividad y la diversión. Para ello, participaron un total de 85 estudiantes, 39 chicas (46%) y 46 chicos (54%), de edades comprendidas entre los 16 y 17 años (16.42 ± 0.50). Los participantes de dos grupos de 4º ESO y dos de 1º BACH, cumplimentaron dos cuestionarios al inicio y al final de la unidad formativa. La versión final española del cuestionario SSI adaptado a la EF (SSI-EF) para analizar la diversión, y la versión española de la Escala Multidimensional de Orientaciones a la Deportividad Multidimensional (MSOS) para analizar la deportividad. Los resultados mostraron diferencias significativas en la diversión percibida al aplicar tanto el modelo híbrido como el MRPS (p < .01). Se concluye afirmando que tanto la intervención a través de un modelo híbrido (MED + TGfU) y mediante el MRPS, genera efectos positivos sobre la diversión del alumnado.

scholarly journals ¿Qué opina el profesorado cuando recibe formación en el Modelo de Responsabilidad Personal y Social? Un estudio basado en grupo de discusión (What is professors´ opinion when they receive training on the Personal and Social Responsibility Model? A study

Retos ◽  
2019 ◽  
pp. 115-122
Author(s):  
Ángel Ibaibarriaga Toset ◽  
Carlos Mª Tejero-González
Keyword(s):  
Social Responsibility ◽  
Structural Characteristics ◽  
Educational Programme ◽  
Physical Education Teachers ◽  
Inclusion Criteria ◽  
Continuous Training ◽  
Training Plan ◽  
Overall Evaluation ◽  
Personal And Social Responsibility ◽  
Responsibility Model

Los programas basados en el Modelo de Responsabilidad Personal y Social (TPSR) fueron diseñados para que adolescentes y jóvenes de contextos desfavorecidos tomen consciencia de su propio desarrollo personal y social, utilizando para ello la práctica estructurada de actividades físico-deportivas. En el presente estudio, seis docentes de educación física seleccionados mediante muestreo incidental y criterios de inclusión recibieron un plan formativo en TPSR. El estudio siguió un diseño cualitativo de grupo de discusión. Los testimonios que emergieron fueron analizados a partir de cuatro categorías: características estructurales del plan de formación, contenidos teórico-prácticos, perfil del formador y valoración global del plan formativo. Los resultados sugieren que el programa formativo debe contar al menos con 50 horas y que es necesaria la adecuación de la formación a las características contextuales de los docentes y sus centros educativos en relación con la composición del grupo, la elección de horarios y las localizaciones. Asimismo, se destaca que el formador debe conocer en profundidad el TPSR y hacer uso de un estilo de enseñanza motivador y entusiasta, a través de una metodología activa caracterizada por un enfoque práctico. Por último, los participantes concluyeron sobre la importancia de una formación continua que pueda extenderse a las diferentes áreas del currículo y etapas educativas.Abstract. Programs based on the Personal and Social Responsibility Model (TPSR) were designed to target adolescents and young people from disadvantaged backgrounds with the objective of making them aware of their own personal and social development through the practice of physical activities and sports. In the present study, six Physical Education teachers selected using incidental sampling and inclusion criteria were trained in a TPSR training plan. The study, following a qualitative approach based on focus group, analysed the data according to the following categories: Structural characteristics of the training plan, theoretical and practical content, teacher profile, and overall evaluation of the educational programme. The results of the study suggest that the training process should take at least 50 hours, an individualized education plan being strictly necessary, with aspects such as context, school centre, groups selection, timetables, and location needing to be considered. In the same way, a deep knowledge of the TPSR model alongside with a motivating and active methodology based on practical approach was emphasized. Finally, the participants highlighted the importance of continuous training so to transfer the model to other subjects within the Primary Education curriculum.

scholarly journals Future Pathways in Implementing the Teaching Personal and Social Responsibility Model in Spain and Portugal (Rutas futuras en la Implementación del modelo de enseñanza de la responsabilidad personal y social en España y Portugal)

Retos ◽  
2019 ◽  
pp. 802-810
Author(s):  
Fernando Santos ◽  
Rui Neves ◽  
Melissa Parker
Keyword(s):  
Physical Education ◽  
Social Responsibility ◽  
Life Skills ◽  
Future Research ◽  
Valuable Insight ◽  
Skills Transfer ◽  
Transfer Processes ◽  
Personal And Social Responsibility ◽  
Responsibility Model ◽  
Fostering Reflection

Abstract. Throughout the last two decades, researchers in Spain and Portugal have utilised the Teaching Personal and Social Responsibility (TPSR) to generate responsibility outcomes in Physical Education (PE) and further understand TPSR application. In order to move the field forward in these contexts, projections as to future of TPSR and guidelines for researchers are needed. The purpose of this article is to provide insights for expanding our knowledge of TPSR in Spain and Portugal. Although research on TPSR has provided useful insights on the processes and outcomes associated with TPSR-based programming, research exploring life skills transfer processes is needed. Further, an understanding of the broader socio-cultural forces that exist in schools and their influence on TPSR could provide valuable insight. Finally, few investigations have included young children. Moving forward, these insights may help expand future research by fostering reflection about TPSR in Spain and Portugal. Resumen. A lo largo de las dos últimas décadas, los investigadores en España y Portugal han utilizado el Responsabilidad personal y social en la enseñanza (TPSR) para generar resultados de responsabilidad en educación física (PE) y comprender mejor la aplicación del TPSR. Para avanzar el campo en estos contextos, se necesitan proyecciones sobre el futuro del TPSR y las pautas para los investigadores. El propósito de este artículo es proporcionar información para ampliar nuestro conocimiento del TPSR en España y Portugal. Aunque la investigación sobre el TPSR ha proporcionado información útil sobre los procesos y resultados asociados con las intervenciones basadas en TPSR, es necesaria investigación que explore los procesos de transferencia de habilidades para la vida. Además, una comprensión de las fuerzas socioculturales más amplias que existen en las escuelas y su influencia en la programación de TPSR podría proporcionar información valiosa. Finalmente, pocas investigaciones han incluido niños pequeños. En el futuro, estas ideas pueden ayudar a expandir la investigación al fomentar una reflexión sobre TPSR en España y Portugal.

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