Implementation of a Hybrid Educational Program between the Model of Personal and Social Responsibility (TPSR) and the Teaching Games for Understanding (TGfU) in Physical Education and Its Effects on Health: An Approach Based on Mixed Methods

Abstract

The present study investigates the effect of an educational program hybridized between the Model of Personal and Social Responsibility (TPSR) and the Teaching Games for Understanding (TGfU) in physical education classes on the health and psychosocial variables of students, as well as knowing the advantages and disadvantages of its implementation by teachers. The applied program lasted 11 weeks in two Secondary Education centers with a total of four teachers (two in the experimental group and two in the control group) and 99 students (55 from the control group and 44 from the experimental group). We use research methodology Mixed Methods with a quasi-experimental design, where students completed a questionnaire before and after the educational program and teachers were interviewed at the end of the intervention. The results of the questionnaires indicate significant improvements in the experimental group over time in terms of the intention to be physically active, as well as in autonomous motivation, the self-determination index, the index of psychological mediators, personal and social responsibility, and enjoyment. Moreover, the interviews show positive opinions regarding the organizational capacity of the session using this methodology and the interest of teachers in continuing to apply it in the future, as well as the need for initial and ongoing training for proper implementation. In conclusion, the hybridization between the TPSR and TGfU model is presented as an effective alternative to be applied in the educational context with the aim of improving young peoples’ intention to be physically active and psychological variables, such as motivation, responsibility, and enjoyment, in physical education classes.

Influence of Hybrid Pedagogical Models on Learning Outcomes in Physical Education: A Systematic Literature Review

“…Farias et al [ 47 ] expanded on this by studying the growth of SE-IGCM on students’ game performance and game comprehension using pre-and post-tests and constructing a relationship between the two, indicating that a hybrid of SE-IGCM was able to enhance students’ game performance and knowledge. However, by analyzing the interview results of teachers, García-Castejón et al [ 36 ] discovered that the amount of time spent on physical activity was significantly decreased as a consequence of teachers having to devote a great deal of time to explanations.…”

“…To extend the work of González-Víllora et al [ 3 ], we investigated further the reasons and mechanisms for hybrid models to promote learning outcomes by carrying out an exhaustive review of the empirical studies of PM hybridizations (conducted between 2000 and 2022). In particular, seven empirical studies were published in the past four years, especially after the coronavirus disease 2019 (COVID-19) [ 31 , 32 , 33 , 34 , 35 , 36 ]. During COVID-19, students adopted online remote learning as the standard operating process for learning in PE, which leads to some negative effects, such as a reduction in physical activity; lack of social and emotional support for students; and decreased motivation of pupils to engage in sports [ 37 , 38 , 39 ].…”

Libro de Actas. I Congreso Internacional EDUFISALUDABLE. "Educación Física y Promocion de Hábitos Saludables"

“…Por otro lado, los autores García-Castejón et al (2021) realizaron una intervención de 11 semanas con un programa educativo híbrido entre el modelo de responsabilidad personal y social y los juegos didácticos para la comprensión. Observaron que en el grupo experimental (n= 44) mejoraron la intención entre los jóvenes y la motivación por ser físicamente activos y variables psicológicas, como motivación, responsabilidad y disfrute frente al grupo control (n= 55).…”

Positive Development Based on the Teaching of Personal and Social Responsibility: An Intervention Program With Institutionalized Youngsters

“…There are also several publications on the pedagogical models that have been used successfully for 40 years to foster PYD through physical education (PE) and sport, thus implementing the teaching of personal and social responsibility model (TPSR model; Hellison, 1985 , 2011 ). Specific accounts of the latter include the successful use of the TPSR model in the Portuguese pre-school setting ( Santos et al, 2020 ); the hybrid combination of the TPSR model and the Teaching Games for Understanding approach in the context of PE ( García-Castejón et al, 2021 ); and the use of the TPSR model in competitive youth sport ( Carreres-Ponsoda et al, 2021 ). Case in point, social and emotional learning have been identified at the pre-school level ( Santos et al, 2020 ), while the enhancement of personal and social responsibility, prosocial behavior, and self-efficacy were reported in competitive youth sport ( Carreres-Ponsoda et al, 2021 ).…”

“…Case in point, social and emotional learning have been identified at the pre-school level ( Santos et al, 2020 ), while the enhancement of personal and social responsibility, prosocial behavior, and self-efficacy were reported in competitive youth sport ( Carreres-Ponsoda et al, 2021 ). Furthermore, the combined use of the TPSR model and the Teaching Games for Understanding approach showcased a heightened intention to be physically active, as well as the improvement of the psychological variables motivation, responsibility, and enjoyment in PE participation ( García-Castejón et al, 2021 ). In sum, through sport, life skills can be trained in a variety of ways and applied in a variety of contexts, which will enable positive youth development ( Brunelle et al, 2007 ; Martinek and Hellison, 2016 ).…”