scholarly journals Coaching life skills through sport: An application of the teaching personal and social responsibility model to youth sport in eSwatini

2018 ◽  
Author(s):  
Zenzi Huysmans
Keyword(s):  
Social Responsibility ◽  
Life Skills ◽  
Youth Sport ◽  
Personal And Social Responsibility ◽  
Responsibility Model

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 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.

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

2015 ◽  
Vol 34 (4) ◽  
pp. 603-625 ◽  
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.

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.

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