Teaching for transformative educational experience in a sport for development program

Wright, Paul M.; Jacobs, Jenn M.; Ressler, James D.; Jinhong, Jung

doi:10.1080/13573322.2016.1142433

Cited by 41 publications

(56 citation statements)

References 24 publications

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“…On the other hand, it has been reported that it will be more effective to present SEL with special teaching methods like role-playing, peer coaching, conflict resolution, and perspective-taking for evidence-based implementation (Bickmore, 2002;CASEL, 2014;Jones, 2004). Gordon, Jacobs, and Wright (2016) found that BSSM strongly complies with the SEL framework when pedagogical approaches and strategies are applied. In addition, SEL has been stated to be compatible with physical activity and sports, but little work has been done in this area (Ang, Penney, & Swabey, 2011;Gordon, Jacobs, & Wright, 2016;Talebzadeh & Jarfari, 2012).…”

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confidence: 85%

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Effect of Personal and Social Responsibility-Based Social-Emotional Learning Program on Emotional Intelligence

Arikan¹

2020

JEL

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Programs for social-emotional learning implemented in schools are important in terms of improving students’ emotional and social skills. In the study, a 16-week program was prepared using the Social-Emotional Learning (SEL) model based on the Personal and Social Responsibility Model (TPSR). The program was implemented in three different school types and the effect of the TPSR-SEL program on the emotional intelligence levels of the students was examined according to the school types. The research group was composed of 162 students in total who study at Anatolian High School (n=55), Vocational Technical Anatolian High School (n=51) and Sports High School (n=56) in Afyon province. In research, pattern with experimental pre-test final-test control group was used. Experiment and control groups were formed in all three-school types. The 16-week TPSR-SEL program was applied to the students in the experimental groups and the current curriculum was applied to the students in the control groups. The Schutte Emotional Intelligence Scale (SEI-S) was used as a data tool. Standard deviation—mean and Two-Way Covariance Analysis (Two-Way ANCOVA) was used for data analysis. As a result of the descriptive statistics, it was determined that there were significant differences between the SEI-S total scores of the experiment and control groups, that there was a significant increase in the final-test total scores of the students in experiment group in all three types of schools, and that the total scores of the control group students remained at the same level. In addition, it was found that the joint effects of participation in the TPSR-SEL program and school type on emotional intelligence scores were significant.

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confidence: 85%

“…However, for students, the ultimate goal is to transfer these responsibilities or life skills to other environments (Hellison, 2003). TPSR has been implemented in environments like physical education, community programs, and after-school sports programs (Lee & Choi, 2015;Walsh, Veri, & Willard, 2015;Wright, Jacobs, Ressler, & Jung, 2016).…”

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confidence: 99%

Effect of Personal and Social Responsibility-Based Social-Emotional Learning Program on Emotional Intelligence

Arikan¹

2020

JEL

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“…In this case, the program leader was assisted by a researcher familiar with the TPSR model who served as a critical friend. It is advisable to develop interventions programs in which trained program leaders may develop interventions with other educational agents who can support the program's sustainability over time (Wright, Jacobs, Ressler, & Jung, 2016).…”

Section: Discussionmentioning

confidence: 99%

Implementing the teaching personal and social responsibility model within preschool education: strengths, challenges and strategies

Pavão

Santos

Wright

et al. 2018

Curriculum Studies in Health and Physical Education

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The teaching personal and social responsibility (TPSR) model has been considered a valuable tool for children to reach their full potential in life. However, little research has been conducted with the TPSR model in preschool contexts. The purpose of the present study was to understand the experiences of a program leader while implementing a TPSR-based program within a preschool setting. The participants were 24 children with 5 years of age attending a school located in the north of Portugal, and the program leader. Data sources included reflexive journaling, field notes and participant observations. Findings suggest the TPSR model could be adapted and implemented with preschool children. However, there is a need to consider specific adaptations to develop TPSR-based interventions and facilitate responsibility outcomes. This study provided a novel understanding of how TPSR may be implemented in a preschool context to foster social and emotional learning and enhance school readiness.

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“…One way to mitigate these concerns is to adopt pedagogies that are relevant to learners and will support them in becoming aware of the social structures at play in their local communities (Wright et al, 2016). Critical pedagogy as described by Paulo Freire, whose work was inspired by anti-colonialist thinkers, has achieved good results in multiple contexts and is seen as a philosophy of education that can empower learners to take responsibility and avoid dependence (Spaaij et al, 2016;Wright et al, 2016).…”

Section: Education About Sustainable Development and Sportmentioning

confidence: 99%

Sustainable development principles in U.S. sport management graduate programs

Ličen

Jedlicka

2020

Sport, Education and Society

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This study assesses the engagement of academic programs in sport management with global problems by using the United Nations' Sustainable Development Goals as a proxy measure of these problems, and gauges the degree to which sport management programs are positioning themselves as providers of knowledge and expertise in the area of sustainable development. To this end, the authors examined the program descriptions, learning outcomes and curricula of 84 graduate programs in sport management or closely related fields at 65 R1 universities in the United States. Using inductive thematic analysis, they identified seven themes that are shared across multiple program curricula. The seven themes were labeled: sport sociology and sport ethics; globalization and economic growth; sport for development and peace; health; climate, environment and sustainability; gender; and inequality, discrimination and social justice. The overall results indicate that the discipline has coalesced around a key set of skills and content areas. This standardization may come at the expense of adaptability and responsiveness to changes in sport and in society. Academic programs are generally unwilling to depart from a twentieth-century model of education built around a supposition that the sport manager's primary responsibilities are revenue generation and liability mitigation. As the unsustainability of late capitalism becomes increasingly difficult to ignore, students and educators will find it correspondingly complicated to reconcile the contradiction between sport-as-business-enterprise and the notion that sport itself can contribute to social or moral development. This long-standing compromising attitude and failure to acknowledge the need for wholesale change will only require much more disruptive and perhaps radical reform in the future. Faced with pressure from various stakeholders, many sport organizations employ sustainability units or departments. Although imperfect, these efforts often exceed those made by academic programs.

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Teaching for transformative educational experience in a sport for development program

Cited by 41 publications

References 24 publications

Effect of Personal and Social Responsibility-Based Social-Emotional Learning Program on Emotional Intelligence

Effect of Personal and Social Responsibility-Based Social-Emotional Learning Program on Emotional Intelligence

Implementing the teaching personal and social responsibility model within preschool education: strengths, challenges and strategies

Sustainable development principles in U.S. sport management graduate programs

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