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.

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.

The Evolution of Hellison’s Teaching Personal and Social Responsibility Model in Out-of-School Contexts

2020 ◽  
Vol 39 (3) ◽  
pp. 331-336 ◽  
Author(s):  
Tom Martinek ◽  
Michael A. Hemphill
Keyword(s):  
Social Responsibility ◽  
Youth Development ◽  
Positive Youth Development ◽  
Historical Context ◽  
Out Of School Time ◽  
School Time ◽  
Personal And Social Responsibility ◽  
Responsibility Model ◽  
Development Movement ◽  
Out Of School

Don Hellison fully realized that getting students to become positive contributors to their community meant that experiences that engender a greater sense of being a responsible person had to be provided. He leveraged the power of out-of-school time programming to implement his Teaching Personal and Social Responsibility (TPSR) model and build relationships with variety of underserved youth. Don also understood that community partnerships were important in this effort. This article provides a glimpse at how Don was able to establish TPSR programs in a variety of out-of-school settings—all of which addressed the needs of underserved children and youth. A historical context is provided to illustrate the placement of TPSR in the broader movement of positive youth development. Don’s programs that operated during out-of-school time and spanned the western region of the country to the urban sections of Chicago are described. Inconsistent partner support, scarcity of program space, and feelings of self-doubt are presented as challenges to the viability of TPSR programming. His commitment to making programs work despite these challenges is portrayed. Therefore, the purpose of this article is to illustrate how Don’s work has made a significant contribution to the positive youth development movement within out-of-school time contexts.

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 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 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.

scholarly journals From Students’ Personal and Social Responsibility to Autonomy in Physical Education Classes

2019 ◽  
Vol 11 (23) ◽  
pp. 6589
Author(s):  
Alfonso Valero-Valenzuela ◽  
Gabriel López ◽  
Juan Antonio Moreno-Murcia ◽  
David Manzano-Sánchez
Keyword(s):  
Physical Education ◽  
Experimental Design ◽  
Social Responsibility ◽  
Control Group ◽  
Interpersonal Style ◽  
Quasi Experimental ◽  
Personal And Social Responsibility ◽  
Responsibility Model ◽  
Experimental Group

The objective of this study was to analyze the effect that the application of the personal and social responsibility model has on students’ perception of a teacher’s interpersonal style and on the perception of autonomy. A quasi-experimental design was used with a control group (n = 60) and an experimental group (n = 60) to which the intervention was applied. Participants were aged between 10 and 13 years. As the main results, the experimental group saw improvements in support for the autonomous interpersonal style, in the need for autonomy satisfaction and also in the perception of personal and social responsibility. Perception of the controlling style decreased. In conclusion, the use of this type of program in educational centers is recommended for its benefits with regard to students’ autonomy and personal and social responsibility.

scholarly journals Effects of a Teaching Personal and Social Responsibility Model Intervention in Competitive Youth Sport

2021 ◽  
Vol 12 ◽  
Author(s):  
Federico Carreres-Ponsoda ◽  
Amparo Escartí ◽  
Jose Manuel Jimenez-Olmedo ◽  
Juan M. Cortell-Tormo
Keyword(s):  
Social Responsibility ◽  
Prosocial Behavior ◽  
Self Efficacy ◽  
Intervention Group ◽  
Youth Sport ◽  
Soccer Players ◽  
Control Group ◽  
Teaching Methodology ◽  
Youth Soccer ◽  
Personal And Social Responsibility

The aim of this study was to implement the teaching personal and social responsibility (TPSR) model in a competitive context analyzing the differences between the intervention and the control group on personal and social responsibility, prosocial behaviors, and self-efficacy in youth soccer players. Participants were 34 youth soccer players between the ages of 14 and 16 years old (15.18 ± 0.72) divided into two different soccer teams of 17 members, corresponding to the control and intervention groups. The implementation of the TPSR model took place during 9 months, including initial and ongoing coach training (3 months), program implementation (three sessions per week lasting 90 min during 6 months), and a series of expert-led seminars for athletes (one session per week lasting 90 min during 4 months). The questionnaires used to collect data were the Personal and Social Responsibility Questionnaire, Prosocial Behavior Scale, and two Children’s Self-efficacy Scales. Results indicated that the TPSR intervention group obtained an increase in post-test levels of personal and social responsibility, prosocial behavior, and self-efficacy due to the application of the TPSR model compared with control group that used a conventional sport teaching methodology. The conclusion is that the TPSR model has the potential to be adapted and implemented with flexibility in youth sport competition contexts in order to improve personal and social responsibility, prosocial behavior, and self-efficacy.

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