scholarly journals Design of a Methodological Intervention for Developing Respect, Inclusion and Equality in Physical Education

2021 ◽  
Vol 14 (1) ◽  
pp. 390
Author(s):  
Antonio Muñoz-Llerena ◽  
María Núñez Pedrero ◽  
Gonzalo Flores-Aguilar ◽  
Eloy López-Meneses
Keyword(s):  
Physical Education ◽  
Developmental Stages ◽  
Physical Development ◽  
Teaching Methodology ◽  
Initiation Phase ◽  
Leading Role ◽  
Teaching Unit ◽  
Youth At Risk ◽  
Personal And Social Responsibility ◽  
Responsibility Model

The following educational intervention proposal arises from the importance of implementing an education based on fostering values through physical education (PE) lessons. PE has certain characteristics that contribute to enhancing learning at a social, affective and psychological level, in addition to promoting adequate physical development. The proposed design is based on Donald Hellison’s personal and social responsibility model (TPSR), whose main objective is to achieve a teaching methodology that can convey values and skills in the lives of youth at risk of exclusion. Different sports modalities are used in the initiation phase, which make up a ten-week teaching unit and in which the game takes the leading role. The application of this program focuses specifically on students in compulsory secondary education, a stage in which significant changes are experienced in many aspects and levels. However, it is completely adaptable to other developmental stages. In this way, the main objective of this work is to create an intervention proposal that aims to promote, following a set of intervention units of sessions, the development of the three main values in which this work is based: respect, equality and inclusion.

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 relationship of sportsmanship and components of the training load of students-athletes (for example, middle-distance running).

2019 ◽  
Vol 5 (1) ◽  
pp. 84
Author(s):  
N.І. Neporadna
Keyword(s):  
Physical Education ◽  
Physical Fitness ◽  
Respiratory System ◽  
Physical Development ◽  
Training Load ◽  
Movement Speed ◽  
Control Group ◽  
Preliminary Training ◽  
Leading Role ◽  
Physical Abilities

<p><em>The purpose of the work</em><strong> </strong>is to identify the influence of various components of the training load on the improvement of sportsmanship of athletes at the stages of preliminary training and initial specialization. <em>Research methods</em>. Students at the age of 17, who were engaged in the athletics section and performed regulatory tests at the level of the third sports category, were divided into 2 groups: experimental and control (10 people each). The students of the experimental group were trained in the author's 6-component training load program. The students of the control group were engaged in a program developed at the Research Institute of Physical Education and Sport. Investigated indicators of physical development (height, body weight, functional reserves of the cardio-respiratory system) and physical fitness (endurance, speed and power indicators) every 6 months for 5 years. <em>Results</em>. The developed program, which is implemented at the stages of preliminary training and initial specialization of athletes, provides for the development of specially oriented physical abilities and allows you to increase the level of sportsmanship. This is indicated by the dynamics of the obtained positive results of testing basic anthropometric data and indicators of physical training of students-athletes. It is also necessary to take into account the direction of development of physical abilities, based on the development of the main indicators of the cardio-respiratory system and the leading role of the mechanisms influencing the regulation of the level of general endurance, movement speed and strength characteristics in the whole organism. The program provides for a systematic, but gradual complication of physical activity, determines the appropriate conditions for the implementation of the basic principle of physical education in higher educational institutions and developmental training for students-athletes of various qualifications. <em>Conclusion</em>. The results of 5-year testing of students-athletes after the introduction of the author's program in the training process, indicate pronounced positive changes in physical development and physical fitness, expressed in increasing the level of their sportsmanship and achievement of sports results corresponding to the first sports category.</p>

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.

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 An Examination of the Responsibility Model in a New Zealand Secondary School Physical Education Program

2010 ◽  
Vol 29 (1) ◽  
pp. 21-37 ◽  
Author(s):  
Barrie Gordon
Keyword(s):  
New Zealand ◽  
Physical Education ◽  
Secondary School ◽  
Education Program ◽  
Transfer Of Learning ◽  
Socially Responsible ◽  
Self Assessments ◽  
Zealand Secondary School ◽  
Personal And Social Responsibility ◽  
Responsibility Model

This study examined a six-month implementation of the Responsibility Model in a New Zealand secondary school. Data were collected through interviews, observations and student self-assessments. The implementation was found to be successful in developing positive, supportive and well-behaved classes in physical education. The majority of students developed a greater understanding of personal and social responsibility and became more personally and socially responsible in class. For most students, however, this understanding was firmly associated with physical education and they generally showed little understanding of the potential for the transfer of learning to other contexts.

scholarly journals An examination of the responsibility model in a New Zealand secondary school physical education program

2020 ◽  
Author(s):  
Barrie Gordon
Keyword(s):  
New Zealand ◽  
Physical Education ◽  
Secondary School ◽  
Education Program ◽  
Transfer Of Learning ◽  
Socially Responsible ◽  
Self Assessments ◽  
Zealand Secondary School ◽  
Personal And Social Responsibility ◽  
Responsibility Model

This study examined a six-month implementation of the Responsibility Model in a New Zealand secondary school. Data were collected through interviews, observations and student self-assessments. The implementation was found to be successful in developing positive, supportive and well-behaved classes in physical education. The majority of students developed a greater understanding of personal and social responsibility and became more personally and socially responsible in class. For most students, however, this understanding was firmly associated with physical education and they generally showed little understanding of the potential for the transfer of learning to other contexts. © 2010 Human Kinetics, Inc.

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