Impact of a Sustained TPSR Program on Students’ Responsibility, Motivation, Sportsmanship, and Intention To Be Physically Active

Abstract

Purpose: To assess the impact of a sustained Teaching for Personal and Social Responsibility program in Physical Education. Method: There were 72 primary and secondary education students (11–13 years), enrolled in two different schools, and their four teachers were randomly distributed into an experimental group (n = 35) and a nonequivalent group (n = 37) by their schools’ administration. A pre-/posttest, repeated-measures nonequivalent group design was used. The two teachers of the experimental group implemented a Teaching for Personal and Social Responsibility program, whereas the two teachers of the nonequivalent group used Direct Instruction in their classes over four consecutive learning units (29 sessions, 5 months). Results: Students in the experimental group significantly increased their personal and social responsibility (p < .01), self-determined motivation (p < .01), basic psychological needs satisfaction (competence, autonomy, and relatedness; p < .01), sportsmanship (p < .05), and intention to be physically active outside school (p < .05). Conclusion: The Teaching for Personal and Social Responsibility program was more able to increase students’ self-determined motivation and to generate positive psychosocial consequences than the Direct Instruction approach.

From Students’ Personal and Social Responsibility to Autonomy in Physical Education Classes

“…The increase in personal responsibility and social responsibility of the participants in this study is in line with the results obtained in previous research using TPSR [5,6,10,11,[57][58][59].…”

“…While it is true that this was a program created for application within a context of social exclusion [3,4], in recent years there has been an increase in the number of studies in which the model is applied in schools, specifically in physical education classes [5,6]. The TPSR has shown to have good results in fair play and self-control [7], self-efficacy [8], quality of life [9], personal and social responsibility [10], autonomy [11], adherence to physical activity [12], perceptions of their basic psychological needs, motivation in physical education, athleticism and active lifestyle [13], self-efficacy, sport passion, responsibility and game performance [14].…”

Applying the Personal and Social Responsibility Model as a School-Wide Project in All Participants: Teachers’ Views

“…The latest trends in TPSR seek to innovate the model, and thus some studies have hybridized it with Cooperative Learning to find out that TPSR is a very useful model when it comes to meeting the demands of the current educational system and the achievement of competencies through active methodologies (Merino-Barrero et al, 2017). The study by Gordon et al (2016) implements TPSR with social and emotional learning (SEL) (Gould and Carson, 2008) in line with TPSR approaches and strategies and achieves very interesting results in student self-control.…”

Teaching Personal and Social Responsibility (TPSR) in Teacher Education: Reflections and Future Direction

“…His life work continues to influence programming across the world. TPSR has been used in a variety of countries and populations with promising results such as increased leadership skills and life prospects (Camerino, Valero-Valenzuela, Prat, Sá nchez, & Castañer, 2019;Hemphill, Templin, & Wright, 2015;Merino-Barrero, Pedreño, Valenzuela, & Fernandez-Rio, 2019;Severinsen, 2014).…”