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

Abstract

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 atrisk 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.Keywords: at-risk adolescents, personal and social responsibility, self-efficacy, physical education.Este estudio evaluó la mejora en autoeficacia y responsabilidad personal y social de un grupo de adolescentes en riesgo de abandono escolar que participaron en un programa basado en el Modelo de Enseñanza de Responsabilidad Personal y Social de Hellison, durante las clases de educación física, a lo largo de un curso académico. La muestra estuvo compuesta por treinta adolescentes de 13 a 14 años de edad (23 chicos, 7 chicas). De ellos, 12 chicos y 3 chicas fueron asignados a un grupo de intervención, y 11 chicos y 4 chicas formaron el grupo de comparación, los cuales no participaron en el programa. Los resultados cuantitativos mostraron una mejora significativa en la autoeficacia de los alumnos para conseguir recursos sociales y en la autoeficacia para el aprendizaje autorregulado.Los análisis cualitativos mostraron que los alumnos del grupo de intervención apreciaron mejoras en su conducta responsable y en la responsabilidad de sus iguales. Esto sugiere que el modelo puede ser efectivo para mejorar el desarrollo psicológico y social de los adolescentes en riesgo, y que las clases de educación física pueden ser un marco apropiado para trabajar con estos jóvenes.Palabras clave: adolescentes en riego, responsabilidad personal y social, autoeficacia, educación física.

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“…Physical activity and sport practice during leisure time have been offered as an efficient mechanism to reach a personal and social development, due to the positive conception society has about them and also due to its attractiveness and its potential ability to convene, especially among adolescents (Escarti, Gutiérrez, Pascual, & Marín, 2010;Ginesta, 2007;Menéndez & Fernández-Río, 2016).…”

Developing preschoolers' social skills through cross-cultural physical education intervention

“…Especially the implementation of alternative curriculum programmes in PE has proved to be quite successful. The positive PE outcomes of Hellison's (2003) pedagogical model of Teaching Personal and Social Responsibility (TPSR) for school children include improved learning, a more supportive learning environment (Gordon, Thevenard, & Hodis, 2011) and enhanced self-efficacy beliefs (Escarti, Gutiérrez, Pascual, & Llopis, 2010;Escarti, Gutiérrez, Pascual, & Marin, 2010). Also, Kinchin (2006), summarising findings regarding the effectiveness of the Sport Education Model (Siedentop, Hastie, & van der Mars, 2004), pointed out that this model provides many opportunities for social development.…”

Youth sport coaches’ role in facilitating positive youth development in Portuguese field hockey

“…For instance, Hellison (2011) conceptualised the teaching personal and social responsibility model (TPSR), which has inspired interventions aimed at using after-school physical activities to develop responsibility in at-risk youth (Escartí, Gutiérrez, Pascual, & Marín, 2010;Jung & Wright, 2012;Martinek, Schilling, & Hellison, 2006;Ruiz et al, 2006;Walsh, Ozaeta, & Wright, 2010). Within TPSR, instructors facilitate youth's progression along the five levels of responsibility, with the goal of equipping youth with the skills needed for a successful transition to adulthood (Belando, Ferriz-Morell, & Moreno-Murcia, 2012).…”