Expanding the Boundaries of TPSR and Empowering Others to Make Their Own Contributions

Purpose: The purpose of this article was to examine the geographical spread of teaching personal and social responsibility (TPSR), the extensive range of new populations and cultures that TPSR has been implemented with, and to consider the resulting challenges of this growth. Method: Information was gathered from published articles, dissertations, professional articles, and program descriptions and systematically analyzed for program fidelity. Results: A total of 31 countries were identified as having some level of TPSR presence, and there was a great deal of diversity in how, where, and to whom the programs are implemented. Discussion: The proliferation of TPSR will continue, and as this occurs, there will be increasing challenges in maintaining fidelity to the model. Conclusion: To meet this challenge, ongoing research, quality professional development, and the growth of communities of TPSR practice will be crucial.

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Expanding the Boundaries of TPSR and Empowering Others to Make Their Own Contributions

10.26686/wgtn.12824855.v1 ◽

2020 ◽

Author(s):

Barrie Gordon ◽

Sylvie Beaudoin

Keyword(s):

Professional Development ◽

Social Responsibility ◽

Research Quality ◽

Ongoing Research ◽

Program Fidelity ◽

Geographical Spread ◽

Extensive Range ◽

Growth Method ◽

Personal And Social Responsibility ◽

Quality Professional Development

Purpose: The purpose of this article was to examine the geographical spread of teaching personal and social responsibility (TPSR), the extensive range of new populations and cultures that TPSR has been implemented with, and to consider the resulting challenges of this growth. Method: Information was gathered from published articles, dissertations, professional articles, and program descriptions and systematically analyzed for program fidelity. Results: A total of 31 countries were identified as having some level of TPSR presence, and there was a great deal of diversity in how, where, and to whom the programs are implemented. Discussion: The proliferation of TPSR will continue, and as this occurs, there will be increasing challenges in maintaining fidelity to the model. Conclusion: To meet this challenge, ongoing research, quality professional development, and the growth of communities of TPSR practice will be crucial.

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

Journal of Teaching in Physical Education ◽

10.1123/jtpe.2013-0223 ◽

2015 ◽

Vol 34 (4) ◽

pp. 603-625 ◽

Cited By ~ 13

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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Professional Development for Teaching Personal and Social Responsibility: Past, Present, and Future

Journal of Teaching in Physical Education ◽

10.1123/jtpe.2019-0226 ◽

2020 ◽

Vol 39 (3) ◽

pp. 347-356 ◽

Cited By ~ 3

Author(s):

Robin J. Dunn ◽

Sarah A. Doolittle

Keyword(s):

Physical Activity ◽

Professional Development ◽

Social Responsibility ◽

Teacher Educators ◽

Lessons Learned ◽

Successful Implementation ◽

Emotional Life ◽

Social And Emotional ◽

Personal And Social Responsibility ◽

Common Barriers

Don Hellison presented his ideas to teachers and coaches who sought strategies for enhancing responsibility behaviors in youth of underserved communities. He also conveyed his concepts to teacher educators charged with preparing professionals in sport and physical activity all over the world. Using a variety of formal and informal ways of sharing teaching personal and social responsibility (TPSR), Don, his colleagues, and those responsible for educating teachers and coaches have shared TPSR as a way to help youth learn social and emotional life skills through sport and physical activity. This article is designed to review what is known about how teachers and other physical activity professionals learn to do TPSR by exploring the literature and research as well as summarizing lessons learned about the process. Common barriers to successful implementation of TPSR and future directions for research and practice on professional development in TPSR are discussed.

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Elementary Schoolers’ Changes in Personal and Social Responsibility through Modified Physical Education Program

The Korean Journal of the Elementary Physical Education ◽

10.26844/ksepe.2019.25.2.33 ◽

2019 ◽

Vol 25 (2) ◽

pp. 33-50

Author(s):

Jin-Hyeong Lee ◽

◽

Jae-Yong Lee

Keyword(s):

Physical Education ◽

Social Responsibility ◽

Education Program ◽

Personal And Social Responsibility

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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

The Spanish Journal of Psychology ◽

10.1017/s113874160000233x ◽

2010 ◽

Vol 13 (2) ◽

pp. 667-676 ◽

Cited By ~ 19

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.

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