Implementation Fidelity of a Program Designed to Promote Personal and Social Responsibility Through Physical Education

Abstract

The purpose of this qualitative comparative case study was to examine the implementation fidelity of a program designed to deliver the Teaching Personal and Social Responsibility (TPSR) model (Hellison, 2003) through physical education and its relationship with short-term outcomes for elementary school students. The research questions were: (a) was the program implemented with fidelity, and (b) did better fidelity yield better student outcomes. Thus, we conducted a study on the implementation process used by two teachers who delivered the same program in two physical education classes in two different elementary schools in Spain. Data sources included observations and interviews with teachers and nonparticipant observers. Findings indicated that fidelity of implementation in Case 1 was higher and most children in those classes acquired the first three of five TPSR responsibility levels. Implementation fidelity in Case 2 was weaker and achievement of responsibility goals was minimal (only the first of five levels) and less stable for those students. This study is the first to directly examine the connection between TPSR implementation fidelity and student outcomes.

Resultats, dificultats i millores del model de responsabilitat personal i social

“…For this reason, both educational institutions and different professionals working with children and youths have suggested the need to design, implement and assess educational programmes targeted at improving students' skills and competencies and preventing disruptive behaviours Hernández-Mendo, Díaz, & Morales, 2010). Some of these research teams find schools to be the ideal como el lugar idóneo donde implantar estos programas, ya que los estudiantes pasan en ella gran cantidad de horas y porque permite la creación de un efectivo entorno para el aprendizaje de valores útiles para la vida (Pascual et al, 2011;Sandfor, Armour y Warmington, 2006). Además, se ha destacado que las clases de educación física (EF) resultan especialmente apropiadas para potenciar competencias personales y sociales en los estudiantes porque tienen que esforzarse para conseguir una meta, cooperar entre iguales o resolver los conflictos que surgen en el juego (Brustad y Parker, 2005;Danish, Forneris y Wallace, 2005;Gould y Carson, 2008).…”

“…Junto a cada nivel, existe una serie de estrategias y métodos específicos a desarrollar por los alumnos y el profesor, y así poder alcanzar los objetivos que se plantean dentro de cada uno de los niveles MRPS. place to implement these programmes because they are an effective environment for learning useful life values (Pascual et al, 2011;Sandfor, Armour, & Warmington, 2006). Furthermore, physical education (PE) classes have been detected to be particularly appropriate for fostering students' personal and social competencies because they have to make an effort to achieve a goal, cooperate with their peers and resolve any conflicts that arise in matches (Brustad & Parker, 2005;Danish, Forneris, & Wallace, 2005;Gould & Carson, 2008).…”

“They Were Really Looking for a Male Leader for the Building”: Gender, Identity and Leadership Development in a Principal Preparation Program

“…In particular, this method facilitated our ability to contrast these participants' experiences to help reveal more nuanced patterns that might otherwise be hard to detect in the feedback and support provided to each participant individually (Miles and Huberman, 1994 ). The comparative case study method has been used within contexts, including education, that have focused on the individual (e.g., teacher) as the unit of analysis (Pascual et al, 2011 ) and hence was deemed both useful and appropriate for our analytic goals.…”

Implications for Promoting Physical Literacy

“…This strategy also helps individuals to take the initiative and lays the groundwork for taking responsibility for their involvement in physical activity in the future. Pascual et al (2011) state that teachers who support the promotion of devolving responsibility must be, able to: (a) create a psychologically and emotionally safe learning environment, (b) establish a positive relationship with participants based on respect, empathy, and caring, (c) foster individual potential and build on participants' strengths, (d) facilitate empowerment and autonomy, (e) help participants gain confidence to accept challenges and set goals, (f) act with coherence and sincerity (role model), and (g) demonstrate mastery of physical activity content and the ability to integrate this with experiences that foster personal and social responsibility (p. 501).…”