scholarly journals Feasibility of a Responsibility-Based Leadership Training Program for Novice Physical Activity Instructors

2021 ◽  
Vol 12 ◽  
Author(s):  
Hanna-Mari Toivonen ◽  
Mary Hassandra ◽  
Paul M. Wright ◽  
Martin S. Hagger ◽  
Nelli Hankonen ◽  
...  
Keyword(s):  
Physical Activity ◽  
Social Responsibility ◽  
Training Program ◽  
Youth Development ◽  
Leadership Training ◽  
Implementation Fidelity ◽  
Video Recordings ◽  
Novice Instructors ◽  
Current Leadership ◽  
Personal And Social Responsibility

Most coaches and instructors would like to teach more than just sport skills to their athletes and children. However, to promote athletes’ or children’s holistic development and teach them to take responsibility and lead, requires the coaches and instructors to first master the skills themselves. Therefore, feasible, high quality leadership training programs where coaches and physical activity instructors are taught to teach and share leadership are needed. The aim of the current study was to evaluate the feasibility of a leadership training program to optimize it and to determine whether to proceed with its evaluation. In the leadership training program, eight Finnish novice physical activity instructors, aged 18 to 22, were taught to promote positive youth development, personal and social responsibility, and shared leadership in a physical activity context. The participants had minimal to no leadership training or experience. The training program consisted of seven meetings totaling 20 h. Helllison’s teaching personal and social responsibility (TPSR) model was the theoretical and practical framework of the training program. Feasibility of the leadership training program was evaluated across four domains of an evidence-based framework: demand, practicality, acceptability, and implementation fidelity. Data of the current complex intervention were collected with application videos, questionnaires, researcher’s log, lesson plans, video recordings, and a semi-structured focus group interview. The quantitative data were analyzed using descriptive statistics and the qualitative data using deductive and inductive content analysis. There was a demand for the leadership training program. The training program was perceived as practical and highly acceptable by the novice instructors and the trainers, and implemented with fidelity, indicating high overall feasibility. No implementation issues were found. Consequently, the current leadership training program has a high probability of efficacy and can be accepted for further evaluation.

Monitoring and Management of Students’ Health, Lifestyle and Physical Activity

2021 ◽  
pp. 203-215
Author(s):  
Anna N. Zakharova ◽  
◽  
Yulia A. Karvounis ◽  
Leonid V. Kapilevich ◽  
◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Young People ◽  
Social Responsibility ◽  
Youth Development ◽  
Life Skills ◽  
Outdoor Recreation ◽  
Personal Responsibility ◽  
Health Lifestyle ◽  
Personal And Social Responsibility

The article presents a critical analysis and assessment of the current state of foreign experience in monitoring and management of health, lifestyle and physical activity of student youth. An important aspect of lifestyle monitoring is the assessment of physical activity. However, monitoring is not an end in itself; its results are used to develop approaches and methods of correction, and to manage the situation. The concept of health management is becoming more and more popular as a set of measures to preserve and restore the health of large social groups. One such methodological approach is Teaching Personal and Social Responsibility (TPSR), a model that uses sports and physical activity to teach adolescents to become personally and socially responsible people. This model focuses on two sets of values: personal responsibility and social responsibility. Effort and self-reliance are goals of personal responsibility, while respecting and helping others is social responsibility. The model has been widely adopted as a program for at-risk youth. The Personal and Social Responsibility Questionnaire (PSRQ) was developed as an indicator for assessing young people’s perceptions of personal and social responsibility. Perceptions of personal and social responsibility are positively correlated with intrinsic motivation. Physical education programs based on health and lifestyle management principles can provide students with positive motivational and emotional experiences that will encourage them to continue participating in physical activity. Physical skills are trasferred into other areas of life activity (SBYD – Sports-Based Youth Development), it is claimed that sports can be used as a tool for psychological, emotional and/or academic development. The research has shown that many sports-based youth development programs contribute to the acquisition of life skills (e.g., leadership, self-control) with the ultimate goal of promoting positive social and academic outcomes for young participants. Researchers call this “life skills transfer” (i.e., the idea that the physical, behavioral and cognitive skills that young people acquire in sports can be used in non-athletic settings to promote healthy development). An important result of the development of the concept of monitoring and managing the health and lifestyle of young people is the formation of a consensus on this issue. According to this consensus, physical activity is seen as an all-encompassing term that consists of many structured and unstructured forms in and outside educational settings, including organized sports, physical education, outdoor recreation, motor programs, breaks, and active modes of transportation. such as cycling and walking.

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

2020 ◽  
Vol 39 (3) ◽  
pp. 347-356 ◽  
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.

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.

Exploring the Relevance of the Personal and Social Responsibility Model in Adapted Physical Activity: A Collective Case Study

2004 ◽  
Vol 23 (1) ◽  
pp. 71-87 ◽  
Author(s):  
Paul M. Wright ◽  
Katherine White ◽  
Deborah Gaebler-Spira
Keyword(s):  
Physical Activity ◽  
Social Responsibility ◽  
Children With Disabilities ◽  
Adapted Physical Activity ◽  
Collective Case Study ◽  
Field Notes ◽  
Positive Feelings ◽  
Personal And Social Responsibility ◽  
Responsibility Model

The purpose of this study was to examine the application of the Personal and Social Responsibility Model (PSRM) in an adapted physical activity program. Although the PSRM was developed for use with underserved youth, scholars in the field of adapted physical activity have noted its potential relevance for children with disabilities. Using a collective case study, we explored the relevance and perceived benefits of the PSRM in an adapted martial arts program. Participants were five male children with spastic diplegic cerebral palsy. Data sources included observational field notes, medical records, and interviews with participants’ physicians, therapists, and parents. The following themes were generated from the data: increased sense of ability, positive feelings about the program, positive social interactions, and therapeutic relevance. These results indicate that the PSRM can be made relevant to children with disabilities, especially when coupled with appealing and therapeutically relevant content.

scholarly journals The Seneb´S EnigmA: Impact of a Hybrid Personal and Social Re-Sponsibility and Gamification Model-Based Practice on Motivation and Healthy Habits in Physical Education

2021 ◽  
Author(s):  
David Melero-Canas ◽  
David Manzano-Sánchez ◽  
Daniel Navarro-Ardoy ◽  
Vicente Morales-Baños ◽  
Alfonso Valero-Valenzuela
Keyword(s):  
Physical Activity ◽  
Social Responsibility ◽  
Physical Fitness ◽  
Sedentary Time ◽  
Field Tests ◽  
Model Based ◽  
Personal And Social Responsibility ◽  
Hybrid Program ◽  
Responsibility Model ◽  
And Control

Abstract: Increasing physical activity (PA) and personal and social values are two of the greatest demands in the current educational system. This study examined the effect of a hybrid pro-gramme based on the Personal and Social Responsibility Model and Gamification. A total of 58 students (13.89 years old, SD = 1.14) in two groups (Experimental and Control) participated dur-ing a complete academic year. Motivation, physical activity and sedentary behaviour were as-sessed though questionnaires. Physical fitness was evaluated using previously validated field tests. The results showed significant differences over time between EG and CG in afterschool physical activity (APA) at the weekend (p = 0.003), sedentary time (p = 0.04) and speed-agility (p = 0.04). There were no significant differences in motivation. Regarding the intervention, speed-agility (p = 0.000), strength (p = 0.000), agility (p = 0.000), cardiorespiratory fitness (p = 0.001), APA-weekend (p = 0.000), APA-week (p= 0.000) and sedentary time (p = 0.000) increased signifi-cantly in the EG. Speed-agility (p = 0.000), APA-weekend (p = 0.03) and sedentary time (p = 0.008) increased in the CG. The use of this hybrid program can be useful to produced improvements in physical fitness, physical activity and sedentary hevaviours. The use of a hybrid program based on teaching personal and social responsibility and gamification strategies, produced improvements in physical fitness, physical activity and sedentary behavior, but not in motivation variables. Further research is demanded in order to contrast this relevant findings due to the potential drawbacks and diversity found in the scientific literature among model-based practice.

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