Teaching Personal And Social Responsibility Model Research Articles

Emotional and Social Outcomes of the Teaching Personal and Social Responsibility Model in Physical Education: A Systematic Review and Meta-Analysis.

In today's ever-changing world, fostering personal and social responsibility is essential for building strong and compassionate communities. This study aimed to provide a quantitative synthesis focusing on the emotional and social outcomes of Teaching Personal and Social Responsibility (TPSR) model-based Physical Education (PE) programs. A comprehensive literature review covering the period from November 2022 to September 2023 identified 637 articles published between 2005 and 2023. Of these, 20 met the inclusion criteria. Data from these articles were coded, and a comprehensive meta-analysis was conducted, incorporating 28 effect sizes. Methodological quality was assessed using the Medical Education Research Study Quality Instrument. Hedge's g served as the effect size measure and emotional and social outcomes subgroups were consolidated. Heterogeneity was evaluated with Cochran's Q and I2. Meta-regression and ANOVA-like models addressed categorical moderators, whereas publication bias was assessed through funnel plot, failsafe number, and Egger's linear regression. A significant and positive effect of the TPSR model on product outcomes (Hedge's g = 0.337, 95% CI = 0.199 to 0.476) was found. Despite considerable heterogeneity (I2 = 83.830), a random effects model was justified. Assessment of publication bias indicated a low likelihood. Moderator analyses revealed that publication countries significantly influenced the effect, with stronger effects in Turkey. Publication type (article vs. thesis) also played roles in moderation. The meta-regression analyses did not reveal significant effects for the grade level, duration of intervention, publication year or sample size on the TPSR model's impact on product outcomes. The TPSR model positively impacts emotional and social outcomes in PE, enhancing children' skills and behaviour. However, variations across cultures highlight the need for further research, considering limitations like language constraints and potential biases in study selection and data extraction.

Examining students’ tripartite efficacy beliefs in physical education through a teaching personal and social responsibility intervention

Purpose: This study investigated the effects of a Teaching Personal and Social Responsibility (TPSR)-based physical education (PE) program on students’ responsibility and tripartite efficacy beliefs (i.e., self-efficacy, other-efficacy, and relation-inferred self-efficacy (RISE)). Methods: A quasiexperimental design with pretest and posttest quantitative methods was applied. The participants were 114 students assigned to the control or experimental group. Results: The results indicated that compared with both control group students and their own baseline values, the experimental group reported significant improvements in responsibility, self-efficacy, other-efficacy, and RISE. Conclusions: Implementing the TPSR model in PE can not only positively affect students’ responsibility but also boost students’ efficacy beliefs through the model’s five formats (e.g. awareness talk) and application strategies (e.g. empowerment). PE educators are encouraged to strictly comply with implementing details of the TPSR model to effectively improve efficacy beliefs.

Physical education with the TPSR model: Building characters and basic manipulative movements in elementary school students

Character education is an essential aspect of education that transcends academic development. However, its implementation is frequently hindered by students' lack of social responsibility and mutual respect. Through the development of a physical education learning model based on the Teaching Personal and Social Responsibility (TPSR) approach, this study sought to address the fundamental problems inherent in the implementation of character education in schools. Using an experimental method and a pretest-posttest design with 56 elementary school students, this study employed the game Engklek to promote character development and enhance fundamental manipulative skills. The results demonstrated a positive impact on the character traits, knowledge, and abilities of the students, with increased scores at levels 1 and 2. However, there were identified limitations, such as the need for adequate facilities and the limited habituation of character characteristics in daily life due to time constraints. Overall, this research contributes to the development of a physical education learning model that enhances the character development and fundamental manipulative movements of elementary school students, whereas future research should explore alternative materials and interactive learning media to further improve physical education.

Effect of Teaching Personal and Social Responsibility (TPSR) and Teaching Games for Understanding (TGfU) Models with Self-Efficacy on Learning Outcomes of Physical Education, Sports, and Health

This research aims to determine the differences in the effects of the Teaching Personal and Social Responsibility (TPSR) model and the Teaching Games for Understanding (TGfU) model on self-efficacy and learning outcomes in Physical Education and Health. The research utilizes an experimental method with a 2x2 factorial research design. The research sample consists of X, XI, and XII grade students from UPT SMA Negeri 4 Parepare. The learning material during the experiment focuses on Volleyball Game. Data collection for this research employs questionnaires and tests. The data analysis technique used in this research is a two-way analysis of variance (ANOVA) at the significance level of a = 0.05 and a = 0.01. The results of the research indicate that: (1) The group of students taught using the TGfU teaching model has a higher average score compared to the group of students taught using the TPSR model, (2) There is no interaction between the self-efficacy variable and learning outcomes or the teaching model, and (3) There is a significant difference in the average scores of student learning outcomes between those taught using the TGfU model and the TPSR model.

The Influence of Integrating Moral Disengagement Minimization Strategies into Teaching Personal and Social Responsibility on Student Positive and Misbehaviors in Physical Education

To make teaching personal and social responsibility (TPSR) more effective, this study aimed to determine whether integrating moral disengagement (MD) minimization strategies into TPSR can enhance students’ positive behaviors and reduce their misbehaviors in PE. A pretest-posttest quasi-experimental design was conducted with an experimental group and two control groups. One hundred forty-five students from nine classes in three middle schools were assigned to experimental group (TPSR + MD minimization strategies; N = 50), control group A (TPSR; N = 46), and control group B (general PE instruction; N = 49) respectively. A pretest was performed in the first week, and a posttest was performed in the 18th week. The results showed that integrating MD minimization strategies into TPSR could significantly reduce students’ misbehaviors in PE classes. However, the effects of the strategy on students’ positive behaviors (e.g., following rules, helping others, and cooperation) showed no improvement. This study made a breakthrough by finding that integrating MD minimization strategies could make TPSR more effective at reducing students’ misbehaviors. By understanding the psychosocial mechanisms behind student behavior in PE, we suggest that MD minimization strategies could be applied in the TPSR model.

Promoting sportsmanship awareness: An application of teaching a personal and social responsibility model in middle school physical education

This research study, aims to examine the influence that an intervention program based on the Teaching Personal and Social Responsibility (TPSR) model and the multidimensional approach to sportsmanship has on middle school students. Researchers focused on the detection and examination of improvements on students’ sportsmanship awareness and contributions to their moral and character development. Participants were 90 middle school students aged between 11 and 13 years old, who received five structured lessons and a review session following the TPSR model. The sample was evenly split by gender (44 males, 44 females, 2 not declared). The Sportsmanship Awareness Questionnaire (SAQ) was administered before and after the intervention. The teacher in charge of implementing the program was purposefully selected and trained. Results showed a statistically significant improvement in the students’ sportsmanship awareness scores for the entire sample and for each grade level. Results also indicate female participants scored notably higher than males on both questionnaires. The approach used for this study provides novel instrumentation to objectively assess sportsmanship constructs with consistent validity and reliability. The findings obtained from this study confirm the efficacy of intervention programs such as TPSR to achieve student moral and character development at the middle school level. The implications of this study and future directions for research in TPSR are discussed. Key words: Sportsmanship, physical education, teaching personal and social responsibility model (TPSR), school-based intervention programs.

Examination of elementary students’ emotions and personal and social responsibility in physical education

This study examined the relationships between student emotions in elementary physical education (PE) and their self-reported personal and social behaviors. Additionally, self-reported emotion and personal and social behavior differences were tested between students receiving a traditional multiactivity and games PE curriculum and those experiencing a Teaching Personal and Social Responsibility (TPSR) model curriculum. Participants were 2nd and 3rd grade students ( n=222) from two schools in the United States. Both schools had similar student demographics, school needs, and community characteristics. For secondary comparison analysis, school one ( n=87) served as the comparative school receiving a traditional multiactivity curriculum and school two ( n=135) received the TPSR model. Results showed that enjoyment and anger were predictors of students’ behavioral engagement. Findings also disclosed a significant positive effect for enjoyment, perceived responsibility, and behavioral engagement favoring the TPSR group. The TPSR model may be positively associated with elementary students’ beliefs about responsible behaviors, student enjoyment, and training students in positive ways to deal with anger. Overall, investigating the relationship between students’ emotions and their personal and social development, as it relates to PE, may provide intervention to reduce some negative experiences students report in these environments. Likewise, positive emotional experiences may increase in-class engagement and the adoption of adaptive personal and social responsibilities within PE and potentially into other areas in and out of school.

Effects of a Teaching Personal and Social Responsibility Model Intervention in Competitive Youth Sport.

The aim of this study was to implement the teaching personal and social responsibility (TPSR) model in a competitive context analyzing the differences between the intervention and the control group on personal and social responsibility, prosocial behaviors, and self-efficacy in youth soccer players. Participants were 34 youth soccer players between the ages of 14 and 16 years old (15.18 ± 0.72) divided into two different soccer teams of 17 members, corresponding to the control and intervention groups. The implementation of the TPSR model took place during 9 months, including initial and ongoing coach training (3 months), program implementation (three sessions per week lasting 90 min during 6 months), and a series of expert-led seminars for athletes (one session per week lasting 90 min during 4 months). The questionnaires used to collect data were the Personal and Social Responsibility Questionnaire, Prosocial Behavior Scale, and two Children’s Self-efficacy Scales. Results indicated that the TPSR intervention group obtained an increase in post-test levels of personal and social responsibility, prosocial behavior, and self-efficacy due to the application of the TPSR model compared with control group that used a conventional sport teaching methodology. The conclusion is that the TPSR model has the potential to be adapted and implemented with flexibility in youth sport competition contexts in order to improve personal and social responsibility, prosocial behavior, and self-efficacy.

Exploring the Impact of a TPSR Program on Transference of Responsibility Goals within a Preschool Setting: An Action Research Study.

The teaching personal and social responsibility (TPSR) model has been extensively used in a vast array of settings. However, few TPSR studies have focused on preschool settings. The purpose of this action research study was to analyze the experiences of a program leader, her preschool children, and their parents throughout a TPSR program focused on transference of responsibility model goals. The participants were 25 preschool children, six parents, and a program leader involved in a preschool setting located in the north of Portugal. Data were collected through reflexive journaling, participant observations, semi-structured interviews, and focus group interviews. Findings suggest the TPSR model could be a useful instructional model for preschool teachers focused on providing social and emotional learning opportunities to their students. In order to foster transference, parents played a pivotal role in this process and were included in the intervention, which appeared to enhance life skill transfer.

Students’ perceptions of responsibility in physical education: a qualitative study

ABSTRACT The purpose of this study was to investigate students’ perceptions of responsibility in the context of physical education. 17 6th-grade students (7 boys and 10 girls) from 9 Greek elementary schools were interviewed. Theory and data driven thematic analysis was conducted. The Teaching Personal and Social Responsibility (TPSR) model provided a conceptual framework to guide data analysis. Most of the students’ values, motives, attitudes, intentions, and experiences reflected the foundational responsibility goals included in the TPSR model; however, students’ awareness of more advanced manifestations of responsibility in physical education was weaker. Findings shed light on Greek students’ perceptions of responsibility in physical education (PE) classes and other settings. The TPSR model provided a relevant framework for describing and interpreting students’ perceptions of responsibility. However, there was a marked discrepancy between students’ perceived values of responsibility and their reported experiences. Implications for promoting responsibility in physical education are discussed.

Don Hellison’s Life and Legacy: Introduction to the Special Issue

Don Hellison (1938–2018) was a leader and trailblazer in sport and physical education pedagogy. Early in his career, he was an advocate for humanistic physical education. His engaged approach to scholarship culminated in the development of the Teaching Personal and Social Responsibility (TPSR) model, which is now recognized as a best practice for promoting social and emotional learning in physical education. The TPSR model has also been widely applied in the field of sport-based youth development. This is the introduction to the special issue devoted to Don’s life and legacy. It provides opening comments from the guest editors and a brief overview of the articles in the special issue.

Teaching personal and social responsibility after school: A systematic review

Background: Teaching Personal and Social Responsibility (TPSR) has been studied and implemented through physical activity in different backgrounds for over three decades. However, there is no systematized review in the literature concerning the after-school context.
 Aim: Conducting a systematic review of literature on after-school interventions based on the TPSR model.
 Methods: This study was driven by the following research questions: Which were the conclusions regarding the implementation of TPSR in after-school settings? Which research methodologies have been used to assess TPSR in after-school time settings? Which results related to TPSR were reported in after-school time settings? Cochrane protocol guidelines were followed. Papers were selected by two independent researchers, with Cohen’s Kappa value of 81%.
 Results and discussion: Twenty-seven papers were selected, thirteen of which were reported with high scores. Most interventions were conducted in the USA on community-based after-school programs, lasting more than nine sessions, and led by school staff who prepared physical activities for youngsters from disadvantaged communities. Most of the reported studies resorted to qualitative methodologies. Some gaps were detected, such as lack of systematization of methods, lack of validity and reliability. Personal and social benefits were found. Other results were grouped into leadership, staff-youngsters relationship, values, transference, and impact on staff lives.
 We recommend future studies in the after-school context extend to extend to other countries, with more detailed descriptions of the specific used methods.

Patterns of Preservice Teacher–Student Negotiation Within the Teaching Personal and Social Responsibility Model

Purpose: The purpose of this study was to describe the patterns of teacher–student negotiation that occurred when preservice teachers (PTs) taught within the teaching personal and social responsibility (TPSR) model.Method: The participants were seven PTs enrolled in an elementary early field experience. They taught three to four mini-units of TPSR. Seven qualitative techniques were employed to collect data, and standard interpretive techniques were used to analyze them.Results: Three general patterns of negotiation were identified. In the units taught by two of the PTs, the negotiations became more positive. For three of the PTs, the rates of negotiation were constant. In the units taught by the remaining two PTs, the negotiations became more negative. Key factors influencing the patterns of negotiation were PTs’ comprehension of and comfort with the TPSR model; class size; and students’ age, gender, and skill level.Conclusion: These findings may help faculty develop more nuanced and effective training for PTs learning to teach through TPSR.

Utilizing the Teaching Personal and Social Responsibility (TPSR) Model as a Trauma-informed Practice (TIP) Tool in Physical Education

It is imperative for schools to provide a safe and productive learning environment to the students they serve, but that may be difficult in today's society where trauma is widespread. Teachers need to be informed about trauma, how to identify students who have experienced it, and how to offer support. The purpose of this article is to provide physical education teachers an overview of trauma and the practical steps for implementing Trauma-Informed Practices (TIPs) within the daily program format of the Teaching Personal and Social Responsibility (TPSR) model. The TPSR model is specifically designed to help children learn to be responsible for their own and others' well-being. It provides opportunities to implement best practices that may potentially increase the resilience capacity of students dealing with trauma. Teachers of all experience levels can utilize the practical techniques provided in this article to establish a trauma-informed learning environment.

Training programme for novice physical activity instructors using Teaching Personal and Social Responsibility (TPSR) model: A programme development and protocol

Previous research indicates that programmes employing Hellison’s Teaching Personal and Social Responsibility (TPSR) model in physical activity have had a positive impact on youth development by increasing participants’ positive values, autonomy, life skills, and prosocial behaviour. Despite encouraging results of the effects of TPSR-based programmes, there remains lack of research on the effective content of these programmes, and their implementation and evaluation. The current protocol article describes the development of a TPSR-based instructor training programme and a plan for an intervention study in which novice instructors learn to understand and apply the TPSR model in practice. The participants of the TPSR-based training intervention study are novice instructors who are matched and randomly allocated to a 20-hour TPSR-based training intervention and a six-hour control instructor training without the TPSR content. The proposed study examines whether the intervention is effective in teaching novice physical activity instructors to understand and apply the TPSR model, whether the instructors’ personal and social responsibility develops, and whether the training intervention is feasible.

Use of Personal and Social Responsibility Model in Bringing Responsibility Behaviors: Sample of TVF Sports High School

The objective of this study was to determine the effect of the Teaching Personal and Social Responsibility (TPSR) model upon bringing responsibility behaviors in students via physical activities and to examine whether students take their responsibility behaviors outside the gym or not. The study group consisted of 55 students receiving education in the 10 th grade of Ankara Turkish Volleyball Federation (TVF) Sports High School. In the study, mixed methods pattern with embedded quasi-experimental pretest-posttest control group was used. While the students in the experimental group applied the TPSR program for 32 hours, the students in the control group continued the present curriculum. For the results; in the analysis of quantitative data, the descriptive statistics obtained from the Personal and Social Responsibility Scale and the One-Way Covariance Analysis (ANCOVA), and the percentage analysis obtained from the student behavior assessment rubric were used. In the analysis of qualitative data, content analysis method was used for reflection time assessment form and semi-structured individual interviews. The results of ANCOVA and percentage analysis showed that there were significant differences between the total scores of the experimental group and the control group; posttest and retention test scores significantly increased in students in the experimental group and decreased in students in the control group. As a result of the content analysis, the data acquired from the reflection time form and interviews presented some evidences concerning the responsibility behaviors. It was determined that parent cooperation had positive contributions to taking responsibility behaviors outside the gym and encouraging them. As a consequence, the TPSR model of 32 hours was effective upon bringing responsibility behaviors in Sport High School students.

Implementing the teaching personal and social responsibility model within preschool education: strengths, challenges and strategies

ABSTRACTThe teaching personal and social responsibility (TPSR) model has been considered a valuable tool for children to reach their full potential in life. However, little research has been conducted with the TPSR model in preschool contexts. The purpose of the present study was to understand the experiences of a program leader while implementing a TPSR-based program within a preschool setting. The participants were 24 children with 5 years of age attending a school located in the north of Portugal, and the program leader. Data sources included reflexive journaling, field notes and participant observations. Findings suggest the TPSR model could be adapted and implemented with preschool children. However, there is a need to consider specific adaptations to develop TPSR-based interventions and facilitate responsibility outcomes. This study provided a novel understanding of how TPSR may be implemented in a preschool context to foster social and emotional learning and enhance school readiness.

Youth Sport Development Through Soccer: An Evaluation of an After-School Program Using the TPSR Model

The Soccer Coaching Club program used the Teaching Personal and Social Responsibility (TPSR) model in an after-school soccer program for sixth grade boys between 11 and 12 years old in a local middle school. Soccer, as the featured physical activity, provided the “hook” for regular attendance. Desired outcomes included improved self-control, respect, and cooperation with others. Research efforts included formative program evaluation, focusing on fidelity to the TPSR model, and summative evaluations of immediate effects on participant understanding of TPSR concepts and participant behavior as part of the program evaluation. The population was of particular interest. The program participants were predominantly Latino, a population for which the TPSR model has not been extensively researched. A mixed methods approach was used, and data were gathered through a validated survey instrument, a program narrative, and postprogram interview with the participants’ classroom teachers.Program evaluation using the two-factor model of analysis of the survey data yielded statistically significant improvements in the factor of social responsibility, although no statistically significant change was measured in the second area, personal responsibility. The observational data including the program narrative and the data gathered through field notes provided evidence of frequent use of the strategies associated with fidelity in implementing a TPSR program and participant behaviors consistent with TPSR learning. The postprogram interview with the participants’ classroom teachers yielded observations that indicated some element of transference of program principles to the classroom, as well as strong support for the program’s return, another indicator of a successfully executed program.

Socialisation and learning to teach using the teaching personal and social responsibility approach

ABSTRACTOccupational socialisation theory (OST) is a dialectical approach to understanding teachers’ recruitment, training, and lived experiences in school settings. Research using this model has shown that socialisation influences how physical educators interpret or ‘read’ pedagogical models. However, this research has not been extended to the teaching personal and social responsibility (TPSR) model, which differs from other models in its concurrent focus on responsibility and physical activity outcomes. This study, therefore, sought to understand how physical educators learned to use the model in light of current and prior socialisation. Participants included eight physical education teachers (five females, three males) from two schools in New Zealand. Data collection included four individual interviews with each teacher and systematic and ethnographic observations of teaching. Results indicated that prior socialisation and influences within the current school influenced fidelity to the TPSR model. Social support and alignment of the model with other school initiatives supported implementation, whereas a lack of clarity and competing priorities reduced fidelity. Results are discussed in relation to OST, and future directions for research are proposed.

English

Among physical activity curricular models used in the youth development field, the Teaching Personal and Social Responsibility (TPSR) model has been widely incorporated in many underserved youth community and school physical education programs around the United States and the world (Hellison, 2011). Project Effort is an extended day program that uses the TPSR model as a framework. Literature has shown that TPSR programs and Project Effort have had a positive impact on the life of the participants. The purpose of this study was to investigate what TPSR values former participants’ have acquired in Project Effort and through other sources, and how they have guided their lives. A multiple-case design was implemented to understand this phenomenon. The findings showed that former participants considered that four TPSR values (i.e. respect, effort, selfdirection, helping others) were really important to their lives. Participants reported that they learned the TPSR values of helping others and leadership in Project Effort. Also they mentioned that they acquired the TPSR life skills of being reflective, teamwork, and goal setting in Project Effort. The TPSR value of helping others, and the TPSR life skill of being reflective acquired in Project Effort were most useful to the participants. Participants learned the TPSR value of self-direction and the TPSR values of respect and caring. A b s t r a c t