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.

Manzano-Sánchez Manzano-Sánchez,Chen Chen,Conde-Sánchez Conde-Sánchez,Valero-Valenzuela Valero-Valenzuela

doi:10.3390/ijerph16132326

Abstract

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.

Highlights

Physical education (PE) has being studied as a means to promote sports and their positive values and adherence to sports practice [1]
Pre and post-test means and standard deviations of all the variables differentiated by group and gender are shown in Table 1, which includes the p-values obtained with the different nonparametric comparative tests
A comparison of the pre-test variables of the two groups with the Mann–Whitney U test did not reveal significant differences, except for personal responsibility in female students (p-value = 0.037), which was higher in the control group in relation to the experimental group

Summary

Introduction

Physical education (PE) has being studied as a means to promote sports and their positive values and adherence to sports practice [1]. Autonomy as well as the improvement of basic psychological needs and motivation [3] In this perspective, the Teaching Personal and Social Responsibility (TPSR) model-based program, assumes that students need to learn to be responsible for themselves and others in order to socially interact in a suitable way [4,5]. The Teaching Personal and Social Responsibility (TPSR) model-based program, assumes that students need to learn to be responsible for themselves and others in order to socially interact in a suitable way [4,5] This model-based program is considered as one of the most effective approaches in terms of developing values in the adolescent stage given the positive results it has achieved [6]. Life satisfaction and lower academic stress are strongly related to personal responsibility levels and to academic performance [7], positive personal and social development [8] and a positive impact on students with a tendency to drop out [9]

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Discussion

Conclusion