Implementation of a Hybrid Educational Program between the Model of Personal and Social Responsibility (TPSR) and the Teaching Games for Understanding (TGfU) in Physical Education and Its Effects on Health: An Approach Based on Mixed Methods.

Gregorio García-Castejón,Oleguer Camerino,Marta Castañer,David Manzano-Sánchez,Alfonso Valero-Valenzuela,José Francisco Jiménez-Parra

doi:10.3390/children8070573

Abstract

The present study investigates the effect of an educational program hybridized between the Model of Personal and Social Responsibility (TPSR) and the Teaching Games for Understanding (TGfU) in physical education classes on the health and psychosocial variables of students, as well as knowing the advantages and disadvantages of its implementation by teachers. The applied program lasted 11 weeks in two Secondary Education centers with a total of four teachers (two in the experimental group and two in the control group) and 99 students (55 from the control group and 44 from the experimental group). We use research methodology Mixed Methods with a quasi-experimental design, where students completed a questionnaire before and after the educational program and teachers were interviewed at the end of the intervention. The results of the questionnaires indicate significant improvements in the experimental group over time in terms of the intention to be physically active, as well as in autonomous motivation, the self-determination index, the index of psychological mediators, personal and social responsibility, and enjoyment. Moreover, the interviews show positive opinions regarding the organizational capacity of the session using this methodology and the interest of teachers in continuing to apply it in the future, as well as the need for initial and ongoing training for proper implementation. In conclusion, the hybridization between the TPSR and TGfU model is presented as an effective alternative to be applied in the educational context with the aim of improving young peoples’ intention to be physically active and psychological variables, such as motivation, responsibility, and enjoyment, in physical education classes.

Highlights

If we focus on programs based on the hybridization of pedagogical models [28], Casey and MacPhail [33] state that teachers who used a multi-model approach were limited by their capacity to reconceptualize teaching with new changes
In order to be able to know the validity of the implementation of the educational program and to verify if the teachers of the experimental group (EG) or the control group (CG) were applying in an ideal way the methodology of this hybridization of models, the strategies used with the Tool for Assessing Responsibility-Based Education (TARE) + Teaching Games for Understanding (TGfU)
The results show that there are significant differences in the intrasubject factor Time (Wilks ‘Alpha = 0.688, F (3.255) = 12, p = 0.001) and they remain very close at the level of the Group factor (Wilks’ Alpha = 0.796, F (1.842) = 12, p = 0.054)

Summary

Introduction

The World Health Organization (WHO) establishes that health is “a complete state of physical, mental and social well-being and not the absence of disease or illness” [1] In this sense, the prevalence of physical inactivity and sedentary lifestyles are key factors that increase obesity in the worsening of general health [2]. Teaching based on pedagogical models consists of a methodological and pedagogical approach that establishes a relationship of interdependence among four key components within the teaching-learning process, such as the student, teacher, content, and context [10] It incorporates teaching styles into its structure to align learning outcomes with the needs of schoolchildren [11]. PE teachers must consider the six phases into which the TGfU is divided can apply it in the classroom [13]

Methods

Results

Discussion

Conclusion