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)

Santos, Fernando; Neves, Rui; Parker, Melissa

doi:10.47197/retos.v38i38.72696

Cited by 4 publications

(4 citation statements)

References 37 publications

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“…A opção metodológica de revisão procura coletar, avaliar e sintetizar os resultados de diversos estudos com a Exige que os professores estejam comprometidos e imersos em uma cultura familiar, comunitária e entre os próprios participantes, que foquem no desenvolvimento de habilidades para a vida (Santos, Neves & Parker, 2019).…”

Section: Metodologiaunclassified

Revisão sobre projetos sociais esportivos no Brasil: atualização de revisão, metanálise qualitativa e percepção de lacuna de pesquisa

Perovano-Camargo¹,

Mataruna-Dos-Santos²,

Silva³

2022

Retos

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O Brasil é um país de grandes desigualdades sociais, e tanto ao esporte, como a projetos sociais, são creditados como potenciais alteradores dessas realidades. Desse princípio, esse estudo busca compreender como foram estudados, planejados, e avaliados os projetos esportivos sociais, a partir da literatura científica. Foi realizada uma revisão com características de metanálise qualitativa no Portal de Periódicos da CAPES com os descritores ‘projeto’; ‘esportivo’; e ‘social’; e após a inclusão apenas de periódicos revisados por pares, leitura dos títulos e dos resumos, e consequente exclusão de artigos que não tratassem especificamente de projetos esportivos de caráter social, chegou-se a um total de nove artigos para a leitura completa. As temáticas mais relevantes para o objetivo da pesquisa foram as de “vulnerabilidades sociais”, a “diversidade de metodologias utilizadas para a obtenção dos resultados”, e “lacunas encontradas nas discussões/omissões sobre as metodologias trabalhadas e avaliações dos objetivos declarados”. Conclui-se a partir dos resultados das falas dos participantes que aqueles espaços são valiosos, devido ao oferecimento de vivências diversas a dureza encontrada no cotidiano dos espaços periféricos aos quais são inseridos. Entretanto acredita-se que há formas apontadas na literatura de planejar, executar, e avaliar os efeitos no mundo da vida desses jovens de forma mais eficaz. Pretende-se que esta revisão possa servir de base para futuros estudos que busquem realizar estudos empíricos em outros projetos sociais esportivos, devido à qualidade percebida na abordagem metodológica dos artigos.

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Section: Metodologiaunclassified

Revisão sobre projetos sociais esportivos no Brasil: atualização de revisão, metanálise qualitativa e percepção de lacuna de pesquisa

Perovano-Camargo¹,

Mataruna-Dos-Santos²,

Silva³

2022

Retos

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“…Implementing PE learning planning containing 21st century skills is still not optimal even though most sports and health PE teachers have sufficient teaching experience, both male and female teachers. This pedagogical principle can help planning and implementation be better placed and contextualized in the learning context (Backes et al, 2023;Santos et al, 2020). Planning learning tasks is one of the main actions that a teacher must (de Lucca et al, 2022;Feu et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Differences in the implementation of physical education (pe) planning containing 21st-century skills based on period of work and gender

Komari,

Yuliarto,

Solikhin

et al. 2024

Retos

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This research aims to determine the implementation of PE planning incorporating 21st-century skills based on the length of service and gender of junior high school teachers in Yogyakarta. This research was conducted using a 2 x 2 factorial design with length of service and gender as factor variables, while the implementation of PE planning contains 21st-century skills as the dependent variable. The sample in this study was 68 junior high school PE teachers with a working period of 1 - 17 years and 18 - 32 years with male and female gender. The sampling technique uses probability sampling technique. Data were collected through questionnaires distributed to PE teachers. Data were analyzed using descriptive statistics and inferential. This research concludes that the first hypothesis shows no difference in the implementation of PE planning containing 21st-century skills when viewed from the work period. The mean difference in the performance of PE planning having 21st-century skills based on years of service is minimal, and it can be said that the implementation of PE planning containing 21st-century skills among teachers between working periods 1-17 and 18-32 tends to be the same. The second hypothesis shows no difference in the implementation of PE planning containing 21st-century skills regarding gender. The mean difference in the performance of PE planning having 21st-century skills based on gender is minimal. It can be said that the implementation of PE planning containing 21st-century skills for male and female teachers tends to be the same. The third hypothesis shows an interaction between length of service and gender in determining the implementation of PE planning containing 21st-century skills. This means that length of service and gender together influence the achievement of implementing PE planning and having 21st-century skills among junior high school teachers. This research recommends that each school's PE planning formulation team be assigned to competent teachers with sufficient teaching experience and consider gender in certain conditions and situations in each school. Keywords: Planning, Physical Education, 21st Century Skills, Work Period, Gender

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“…For instance, highlighting social and emotional outcomes, acknowledged as vital components in TPSR model-based programs, designates them as intermediate outcomes [3]. Moreover, fostering program-family collectivism [13,14] and taking into account socio-cultural factors may influence TPSR programming and its transfer, especially within the context of mainstream school system support and cultural norms and values [15]. Additionally, establishing a physically and emotionally safe environment could prevent traumatic experiences and enhance children's sense of belonging to the programs.…”

Section: Introductionmentioning

confidence: 99%

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

Aygun,

Boke,

Yagin

et al. 2024

Children

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Context: 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. Methods: 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. Results: 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.

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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)

Cited by 4 publications

References 37 publications

Revisão sobre projetos sociais esportivos no Brasil: atualização de revisão, metanálise qualitativa e percepção de lacuna de pesquisa

Revisão sobre projetos sociais esportivos no Brasil: atualização de revisão, metanálise qualitativa e percepção de lacuna de pesquisa

Differences in the implementation of physical education (pe) planning containing 21st-century skills based on period of work and gender

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

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