scholarly journals Application of Teaching Personal and Social Responsibility Model to the Secondary Education Curriculum. Implications for Students and Teachers

2021 ◽  
Author(s):  
David Manzano-Sánchez ◽  
Sixto González-Víllora ◽  
Alfonso Valero-Valenzuela
Keyword(s):  
Physical Education ◽  
Social Responsibility ◽  
Classroom Climate ◽  
Global Education ◽  
Female Students ◽  
Self Determination ◽  
Control Group ◽  
Personal And Social Responsibility ◽  
Prosocial Behaviours ◽  
Experimental Group

The aim was to implement a value-promoting program (Teaching Personal and Social Responsibility, TPSR) and to assess its impact on students. Method: The program was applied for 8 months with 257 students from three secondary school centres (151 boys and 106 girls) with a mean of 15.97 years old (SD = 2.31). They were in three groups, 67 students (control group), 90 students receiving at least 60% of the total teaching time the value-promoting program (experimental group for global education, EG-GE) and 100 students (experimental group only for physical education, EG-PE). As main results improvements were found in the EG-GE for responsibility, psychological mediator index, self-determination index, resilience, climate and prosocial behaviours. In the EG-PE improved were observed in the self-determination index, classroom climate and prosocial behaviours. Female students and from EG-GE improve much more than males and from EG-PE. The outcomes in psychological variables can be higher if TPSR is applied to the whole subjects apart from physical education. These results are even more pronounced for female students in personal and social responsibility. It is worth highlighting the importance of coordinating educational institutions to facilitate the involvement of the greatest number of teachers.

scholarly journals Application of the Teaching Personal and Social Responsibility Model in the Secondary Education Curriculum: Implications in Psychological and Contextual Variables in Students

2021 ◽  
Vol 18 (6) ◽  
pp. 3047
Author(s):  
David Manzano-Sánchez ◽  
Sixto González-Víllora ◽  
Alfonso Valero-Valenzuela
Keyword(s):  
Physical Education ◽  
Social Responsibility ◽  
Global Education ◽  
Self Determination ◽  
Group Method ◽  
Control Group ◽  
Prosocial Behaviour ◽  
Contextual Variables ◽  
Personal And Social Responsibility ◽  
Experimental Group

The aim was to implement a value-promoting programme (Teaching Personal and Social Responsibility, TPSR) and to assess its impact on psychological and contextual variables in students comparing the differences among one group that applied it in several subjects, another group only in Physical Education (PE), and a control group. Method: The programme was applied for eight months with 257 students from three secondary school centres (151 boys and 106 girls) with a mean age of 15.97 years (SD = 2.31). They were in three groups: one group with 67 students (control group), one group with 90 students receiving at least 60% of the total teaching time using the value-promoting programme (experimental group for global education, EG-GE), and one group with 100 students (experimental group for physical education only, EG-PE). The main improvements in the results were found in the EG-GE for responsibility, psychological mediator index, self-determination index, resilience, climate, and prosocial behaviour. In the EG-PE, improved results were observed in the self-determination index, classroom climate, and prosocial behaviour. Female and EG-GE students improved much more than male and EG-PE students. The outcomes in psychological variables can be higher if TPSR is applied to the whole subjects apart from physical education. These results are even more pronounced for female students in personal and social responsibility. It is worth highlighting the importance of coordinating educational institutions to facilitate the involvement of the greatest number of teachers.

scholarly journals Implementation of a Model-Based Programme to Promote Personal and Social Responsibility and Its Effects on Motivation, Prosocial Behaviours, Violence and Classroom Climate in Primary and Secondary Education

2019 ◽  
Vol 16 (21) ◽  
pp. 4259 ◽  
Author(s):  
David Manzano-Sánchez ◽  
Alfonso Valero-Valenzuela
Keyword(s):  
Social Responsibility ◽  
Classroom Climate ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Teaching Methodology ◽  
Mixed Method Research ◽  
Personal And Social Responsibility ◽  
Prosocial Behaviours ◽  
Experimental Group

The present study aimed to apply a programme based on Hellison’s Teaching Personal and Social Responsibility model (TPSR), traditionally used in Physical Education, to other school subjects and analyse aspects related to motivation and satisfaction of basic psychological needs among other variables. The programme was applied for 7 months during one academic year, all students receiving at least 60% of the lessons through this teaching methodology. A mixed method research methodology and quasiexperimental design was implemented in three schools (two primary, one secondary), with a total of 29 teachers and 272 students (45 control, 227 experimental group) involved. The students completed a questionnaire before and after the study and the teachers underwent semi-structured interviews at the end of the intervention. The results indicated improvements for the experimental group in personal and social responsibility, the psychological mediator index, the self-determination index, prosocial behaviours and teacher climate, as well as a reduction in amotivation and antisocial behaviours. The results were similar for primary and secondary school. The interviews yielded positive opinions and showed suitability of the method to be applied in the rest of subjects. It is concluded that TPSR can be an appropriate methodology to be implemented in the different curriculum subjects to improve basic psychological need satisfaction, motivation, prosocial behaviours and classroom climate.

scholarly journals Applying the Personal and Social Responsibility Model-Based Program: Differences According to Gender between Basic Psychological Needs, Motivation, Life Satisfaction and Intention to be Physically Active

2019 ◽  
Vol 16 (13) ◽  
pp. 2326 ◽  
Author(s):  
Manzano-Sánchez ◽  
Valero-Valenzuela ◽  
Conde-Sánchez ◽  
Chen
Keyword(s):  
Physical Education ◽  
Social Responsibility ◽  
Personal Responsibility ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Control Group ◽  
Physically Active ◽  
Personal And Social Responsibility ◽  
The Impact ◽  
Experimental Group

The objective of the study was to evaluate the impact of a program based on the Teaching Personal and Social Responsibility (TPSR) on the variables of responsibility, basic psychology needs, motivation, satisfaction with life and the intention to be physically active, as well as the differences of gender. The participants were 85 students (experimental group n = 35, 17 girls and control group n = 50, 28 girls). The students of the experimental group received the TPSR for 8 months within the physical education subject. The findings indicated an improvement in the experimental group in terms of personal responsibility and in the case of female students, in basic psychological needs and intrinsic motivation. In conclusion, the TPSR program can be integrated into the physical education curriculum in order to improve the personal responsibility of students and fulfill their motivation and satisfaction of basic psychological needs.

scholarly journals Personal and Social Responsibility Programme Effects, Prosocial Behaviours, and Physical Activity Levels in Adolescents and Their Families

2020 ◽  
Vol 17 (9) ◽  
pp. 3184
Author(s):  
Juana García-García ◽  
David Manzano-Sánchez ◽  
Noelia Belando-Pedreño ◽  
Alfonso Valero-Valenzuela
Keyword(s):  
Physical Activity ◽  
Social Responsibility ◽  
Control Group ◽  
Activity Levels ◽  
Intervention Programme ◽  
Physical Activity Levels ◽  
Personal And Social Responsibility ◽  
Prosocial Behaviours ◽  
And Control ◽  
Experimental Group

The aim of this study was to analyse a personal and social responsibility programme in students and their family’s perceptions relative to responsibility, prosocial behaviours, empathy, violence perception and physical activity levels. A sample consisting of 57 physical education students between 11 and 14 years old (mean (M) = 11.93; standard deviation (SD) = 0.73) that included 32 of their parents (M = 49.31; SD = 6.39) was distributed into experimental and control groups. The main results indicate that there were initial significant differences in favour of the control group for personal and social responsibility compared to the experimental group and they disappeared at the end of the treatment. There was an increase in antisocial behaviours for the control group at the end of the treatment. The experimental group also enhanced the values in violence perception for both students and families as compared to the control group. These results seem contradictory, which may be due in part to a short-time intervention programme and a low number of participants in the sample. More studies will clarify the improvements this kind of programme can bring to the variables studied.

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 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.

scholarly journals Implementing a Teacher-Focused Intervention in Physical Education to Increase Pupils’ Motivation towards Dance at School

2020 ◽  
Vol 12 (11) ◽  
pp. 4550 ◽  
Author(s):  
Diana Amado ◽  
Pablo Molero ◽  
Fernando Del Villar ◽  
Miguel Ángel Tapia-Serrano ◽  
Pedro Antonio Sánchez-Miguel
Keyword(s):  
Physical Education ◽  
Psychological Needs ◽  
Experienced Teachers ◽  
Self Determination ◽  
Physical Education Teachers ◽  
Control Group ◽  
Motivational Strategies ◽  
Motivational Style ◽  
Teachers Training ◽  
Experimental Group

A teacher-focused intervention that supports the needs for autonomy, competence and relatedness was designed and implemented, to help experienced teachers develop a motivational style during dance teaching sessions at school. Four schools in Mexico, with 12 physical education teachers and 921 pupils, participated in the research. A program was developed at the beginning with the teachers in the experimental group to support the psychological needs of autonomy, competence and relatedness. Both groups were assessed at the beginning and at the end of the program and the results showed that participants from the experimental group had an increase in their perception of autonomy, relatedness and self-determination levels towards dance teaching sessions at school compared with participants from the control group. In conclusion, teachers’ training is important to increase pupils’ motivation towards dance. Schools should focus on encouraging teachers’ “training in motivational strategies to create pupils’” adaptive behaviors.

scholarly journals The influence of cheerleading on the psychophysical state of female students

2021 ◽  
pp. 7-10
Author(s):  
Igor Beihul ◽  
Elena Shishkina ◽  
Svetlana Kozub
Keyword(s):  
Physical Education ◽  
High Efficiency ◽  
Mental States ◽  
Female Students ◽  
Control Group ◽  
Physical Culture ◽  
School Year ◽  
The Impact ◽  
Experimental Group ◽  
Flexion And Extension

Purpose: to determine the impact of cheerleading classes on the psychophysical condition of female students. Material and methods: to test the impact of cheerleading classes on the psychophysical condition of students, a pedagogical experiment lasting 9 months (September 2018 – May 2019) was organized. The study involved second-year students aged 15–17 of Kamyanka Vocational College of Food Technology and Entrepreneurship, DSTU. The students were divided into two groups: EG – experimental group (n=22) and CG – control group (n=30). The control group was engaged in the generally accepted program of physical culture, and the experimental group was engaged in cheerleading in physical education classes. Classes were held twice a week. At the beginning of the pedagogical experiment (September) and after its completion (May), we tested female students on indicators of psychophysical condition. The following meds were used: theoretical; empirical; psychodiagnostic; pedagogical testing; pedagogical experiment; methods of mathematical statistics. Results: as a result of the use of cheerleading in physical education classes during the school year, there was a significant statistically significant (p<0,05–0,01) increase in the results of pedagogical tests on physical fitness in students of the experimental group. The indicators of the girls of the control group had a positive dynamics, but did not reach statistically significant differences (p>0,05), except for the indicators in the test "Flexion and extension of the arms in a supine position" (p<0,05). It was determined that in the EG of girls at the end of the experiment there was a significant improvement in the studied mental states of EG students (p<0,05) compared with CG students (p>0,05). Conclusions: the study suggests a high efficiency of the use of cheerleading in the system of physical education, which contributed to the improvement of the psychophysical condition of female students.

scholarly journals Hybridising Teaching Personal Social Responsibility (TPSR) and Problem Based Learning (PBL) in Physical Education

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Nur Indri Rahayu ◽  
Adang Suherman ◽  
Bambang Abdul Jabar
Keyword(s):  
Physical Education ◽  
Social Responsibility ◽  
Project Based Learning ◽  
T Test ◽  
Control Group ◽  
Control Group Design ◽  
Post Test ◽  
Quasi Experimental ◽  
Personal And Social Responsibility ◽  
Larger Sample

Purpose: The aim of this research was to test the effectiveness of  TPSR and PBL in physical education to increase students personal and social responsibility. Method: This is quasi experimental research with pre test post test control group design,  Sample of this research were senior high school as many as 122 students. The instrument used was an adaptation of Tool for Assessing Responsibility-Based Education (TARE) Observation, while the data analysis using paired sample t-test and independent sample t-test. Result: The results showed there was significant effect of hybridising TPSR and PBL in enhancing student’s personal and social responsibility. Discussion/Conclusion: hybridising TPSR and PBL is effective to increase student’s personal and social responsibility in physical education. Recomendation: Next, more in-depth research is required by involving a random samplig with  larger sample size or by using another scientific learning approach such as inquairy or project based learning.

scholarly journals Integrative pedagogical technique of physical education of female students with overweight

2019 ◽  
Vol 23 (6) ◽  
pp. 306-312
Author(s):  
M.M. Kolokoltsev ◽  
R.A. Ambartsumyan ◽  
N.V. Tretyakova ◽  
W. Jagiello ◽  
T.S. Yermakova
Keyword(s):  
Body Mass Index ◽  
Physical Education ◽  
Body Mass ◽  
Health Condition ◽  
Female Students ◽  
The Body ◽  
Control Group ◽  
Digital Learning ◽  
Inverted Class ◽  
Experimental Group

Purpose of work : design and testing of the integrative pedagogical technique of physical education, aimed at the female students’ overweight correcting. Material . The anthropometric examination of 1st-year female students (n = 397) was carried out. The female students were referred to the special medical group according to the health condition. Overweight female students (n = 86) were selected for the pedagogical experiment. The female students were divided into 2 groups: experimental (n = 42) and control (n = 44). Anthropometric and physiometric parameters were determined. The body mass index, Robinson index, and power index were calculated. The motor qualities of female students were evaluated by tests. The female students attended the academic classes "Elective courses in physical education and sports" 2 times a week. The pedagogical technique “inverted class” was applied: the previous self-study of the material on electronic gadgets or on the Internet; subsequent detailed analysis of the gained knowledge in the classroom. Results . By the end of the pedagogical experiment, the female students of the experimental group demonstrated the decrease in body mass in 12.6%, functional characteristics of the cardiovascular system improved, and power and motor abilities’ parameters increased (p <0.05). The body mass index corresponded to normal values in 20 female students (47.6%) at the end of the experiment. The body mass index decreased by 13.8% in 12 female students (28.6%). The body mass index did not change in 10 female students (23.8%). The female students of the control group demonstrated lower results than female students of the experimental group. Conclusions . The integral pedagogical technique is based on a combination of the “inverted class” method and digital learning. Pedagogical techniques considered to be more effective for female students’ body mass correcting than the traditional one.

Sign in / Sign up

Export Citation Format

Share Document