scholarly journals Socialisation and learning to teach using the teaching personal and social responsibility approach

2021 ◽  
Author(s):  
KAR Richards ◽  
Barrie Gordon
Keyword(s):  
Social Responsibility ◽  
Physical Education Teachers ◽  
Physical Educators ◽  
Future Directions ◽  
Individual Interviews ◽  
School Settings ◽  
Dialectical Approach ◽  
School Initiatives ◽  
Personal And Social Responsibility ◽  
Competing Priorities

Occupational socialisation theory (OST) is a dialectical approach to understanding teachers’ recruitment, training, and lived experiences in school settings. Research using this model has shown that socialisation influences how physical educators interpret or ‘read’ pedagogical models. However, this research has not been extended to the teaching personal and social responsibility (TPSR) model, which differs from other models in its concurrent focus on responsibility and physical activity outcomes. This study, therefore, sought to understand how physical educators learned to use the model in light of current and prior socialisation. Participants included eight physical education teachers (five females, three males) from two schools in New Zealand. Data collection included four individual interviews with each teacher and systematic and ethnographic observations of teaching. Results indicated that prior socialisation and influences within the current school influenced fidelity to the TPSR model. Social support and alignment of the model with other school initiatives supported implementation, whereas a lack of clarity and competing priorities reduced fidelity. Results are discussed in relation to OST, and future directions for research are proposed.

scholarly journals Socialisation and learning to teach using the teaching personal and social responsibility approach

2021 ◽  
Author(s):  
KAR Richards ◽  
Barrie Gordon
Keyword(s):  
Social Responsibility ◽  
Physical Education Teachers ◽  
Physical Educators ◽  
Future Directions ◽  
Individual Interviews ◽  
School Settings ◽  
Dialectical Approach ◽  
School Initiatives ◽  
Personal And Social Responsibility ◽  
Competing Priorities

Occupational socialisation theory (OST) is a dialectical approach to understanding teachers’ recruitment, training, and lived experiences in school settings. Research using this model has shown that socialisation influences how physical educators interpret or ‘read’ pedagogical models. However, this research has not been extended to the teaching personal and social responsibility (TPSR) model, which differs from other models in its concurrent focus on responsibility and physical activity outcomes. This study, therefore, sought to understand how physical educators learned to use the model in light of current and prior socialisation. Participants included eight physical education teachers (five females, three males) from two schools in New Zealand. Data collection included four individual interviews with each teacher and systematic and ethnographic observations of teaching. Results indicated that prior socialisation and influences within the current school influenced fidelity to the TPSR model. Social support and alignment of the model with other school initiatives supported implementation, whereas a lack of clarity and competing priorities reduced fidelity. Results are discussed in relation to OST, and future directions for research are proposed.

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.

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.

Teachers and Students’ Perceptions of a Hybrid Sport Education and Teaching for Personal and Social Responsibility Learning Unit

2017 ◽  
Vol 36 (2) ◽  
pp. 185-196 ◽  
Author(s):  
Javier Fernandez-Rio ◽  
Jose Ignacio Menendez-Santurio
Keyword(s):  
Social Responsibility ◽  
Personal Responsibility ◽  
Physical Education Teachers ◽  
Sport Education ◽  
Type Method ◽  
Teachers Perceptions ◽  
Semistructured Interviews ◽  
Teachers And Students ◽  
Pedagogical Models ◽  
Personal And Social Responsibility

Purpose:The purpose of this study was to assess students and teachers’ perceptions concerning their participation in an educational kickboxing learning unit based on a hybridization of two pedagogical models: Sport Education and Teaching for Personal and Social Responsibility.Method:Seventy-one students and three physical education teachers agreed to participate. Several instruments were used to collect data: (a) an open-ended question, (b) Photovoice, (c) teacher and external observers’ diaries, and (d) semistructured interviews. MAXQDA 11 software was used to assist with data management, with all participants’ answers being analyzed via thematic content analysis.Results:Analysis of the data produced 11 themes, three considered strong: responsibility, learning and roles, five considered moderate: enjoyment, teaching, competition, cooperation and novelty, and three considered weak: friendship, affiliation and transfer.Conclusion:These findings indicated that the hybridization of the two pedagogical models seems to help increase both social and personal responsibility and to provide students with meaningful sporting experiences.

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.

Environmental Issues and Social Responsibility: A Scientomeric Analysis Using Citespace

2020 ◽  
Vol 11 (1) ◽  
pp. 94-94
Author(s):  
Zixuan Zeng ◽  
Thammannoon Hengsadeekul
Keyword(s):  
Economic Development ◽  
Social Responsibility ◽  
Citation Analysis ◽  
Environmental Issues ◽  
Research Paradigm ◽  
Multiple Impacts ◽  
Quantitative Review ◽  
Future Directions ◽  
Emerging Trends ◽  
Strategic Perspective

Environmental issues and social responsibility have a significant impact on the natural ecological system and economic development. Hence, it is important to find a relative balance path between them. Previous studies have sought to explore environmental or social responsibility rather than seek solutions from a systematic perspective, and there seems to be a lack of a systematic, quantitative review of systematic solutions or details. To identify the multiple impacts and relationships between environmental issues and social responsibility and illustrate emerging trends and challenges, this article proposes a scientometrics review based on 1,336 articles published from 2001 to 2020, through co-occurrence analysis and co-citation analysis together with cluster and burstiness analysis to reveal the depth and breadth of emerging research. This research demonstrates the research paradigm of environmental issues and social responsibility extends from a single stakeholder level to a systematic strategic perspective of multiple organizations and stakeholders. The results provide researchers and practitioners with a deeper understanding of future directions and implications Keywords: Environmental issues; social responsibility; strategy; scientometrics; review

scholarly journals Perception of and Motivation for Physical Activity among Women with a History of Gestational Diabetes

Women ◽  
2021 ◽  
Vol 1 (2) ◽  
pp. 109-119
Author(s):  
Julie Breinholm Svarrer Jakobsen ◽  
Josefine Stæhr Brodersen ◽  
Zainab Afshan Sheikh ◽  
Karoline Kragelund Nielsen
Keyword(s):  
Physical Activity ◽  
Gestational Diabetes ◽  
Social Relations ◽  
Phenomenological Approach ◽  
Physically Active ◽  
Individual Interviews ◽  
Women’S Perceptions ◽  
History Of ◽  
Competing Priorities

(1) Background: Women with a history of gestational diabetes mellitus (GDM) have a high risk of developing type 2 diabetes (T2DM). This risk can be reduced with lifestyle interventions, including physical activity. However, studies have shown that many women with prior GDM are not physically active. The aim of this study was to investigate the motivation for physical activity among women with prior GDM. (2) Methods: A qualitative study was carried out based on a phenomenological approach using semi-structured individual interviews with nine Danish women between 29 and 36 years of age with a minimum of one earlier GDM-affected pregnancy. (3) Results: Five themes were identified; perception of physical activity, risk perception, emotional distress, competing priorities and social support. The perception of physical activity varied among the women. The GDM diagnosis or the awareness of elevated risk for T2DM did not seem to be a decisive factor for the women’s motivation to be active. Competing priorities, including being in control of everyday life choices and support from social relations, were found to be important motivational factors. (4) Conclusion: Future interventions for women with prior GDM to increase motivation for physical activity should be compatible with and take into account the women’s perceptions, earlier lived experiences, possible competing priorities and support systems.

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.

The Influence of Professional Development on Teachers’ Implementation of the Teaching Personal and Social Responsibility Model

2015 ◽  
Vol 34 (4) ◽  
pp. 603-625 ◽  
Author(s):  
Okseon Lee ◽  
Euichang Choi
Keyword(s):  
Professional Development ◽  
Social Responsibility ◽  
Elementary School Teachers ◽  
Teaching Practice ◽  
Learning Experience ◽  
Cultural Differentiation ◽  
Teachers And Students ◽  
Common Goals ◽  
Personal And Social Responsibility ◽  
Responsibility Model

The purpose of this study was to examine the influence of a professional development (PD) program on teachers’ implementation of the Teaching Personal and Social Responsibility (TPSR) model, and to identify the characteristics of PD that influence teaching practice. The participants were six elementary school teachers and 12 students, and the data were collected from interviews with the teachers and students, observations, and teachers’ reflective journal entries. The findings revealed that PD enhanced the fidelity of implementation in terms of improving structural adherence, facilitating coherent instructional delivery, and making the students more active and responsible. The PD also helped the teachers to adapt the model by developing cultural differentiation strategies, modifying existing components, and extending the implementation of the TPSR through connection with other subjects or activities. The teachers found that the PD facilitated their implementation of TPSR by giving them common goals, empowering them as creators of knowledge, and providing a continuous and authentic learning experience.

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