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Teaching Personal & Social Responsibility

Key Themes in TPSR

Teacher Responsibilities

Student Teacher Relationships

Integration

Transfer

Empowerment

References/Further Reading

Teaching Strategies & TPSR

Could you define the following terms (find an academic reference for each one):

  • Anti-social behaviour
  • Delinquency
  • Disrespect
  • Incivility

What do you think are the

main causes of some of these

behaviours?

Caballero-Blanco, P., Delgado-Noguera, M. Á., & EscartÍ-Carbonell, A. (2013). Analysis of Teaching Personal and Social Responsibility model-based programmes applied in USA and Spain. Journal of Human Sport & Exercise, 8(2), S427-S441.

Capel, S. and Piotrowski, S. (eds) (2000) Issues in Physical Education. London: Routledge.

Graham, G., Holt/Hale, S.A., & Parker, M. (1998). Children Moving: A Reflective Approach to Teaching Physical Education (4th ed.). Mountain View, CA: Mayfield

Fernandez-Rio, J. (2014). Another Step in Models-based Practice: Hybridizing Cooperative Learning and Teaching for Personal and Social Responsibility. JOPERD: The Journal of Physical Education, Recreation & Dance, 85(7), 3-5.

Hellison, D. (2011) Teaching Personal and Social Responsibility Through Physical Activity. Leeds: Human Kinetics.

Hellison, D. & Templin, T.J. (1991). A reflective approach to teaching physical education. Champaign, IL: Human Kinetics.

Okseon, L. (2012). Teacher Candidates' Implementation of the Personal and Social Responsibility Model in Field Experiences. Physical Educator, 69(2), 150-170.

Severinsen, G. (2014). Teaching personal and social responsibility to juniors through physical education. Asia-Pacific Journal of Health, Sport and Physical Education, 5(1), 83-100.

Lavay, B.W., French, R., & Henderson, H.L. (1997). Positive Behavior Management Strategies for Physical Educators. Champaign, IL: Human Kinetics

  • Gradual empowerment – shifting responsibility to the students.
  • Self-reflection
  • Transfer – outside PE
  • Positive relationships
  • Recognise student strengths not just weaknesses.
  • Respect individuality
  • Give students a voice
  • Students are the decision makers

Hellison and Templin (1991) as well as Lavay, French,

and Henderson (1997) outline six instructional strategies that contribute to the development of responsibility.

  • awareness
  • experience
  • choice
  • problem-solving
  • self-reflection
  • counselling time.

Background

Components Defined

  • Put kids first
  • Value human decency
  • Self-development
  • A way of being

What is the overall purpose of education?

TPSR was developed as an answer to the question What’s worth doing? by Don Hellison to make a commitment to try and help kids with the social problems they face and to facilitate their personal and social development

Hellison stated, “I came to realize that helping my students to take more responsibility for their own development and well-being and for supporting the well-being of others was perhaps the best contribution I could make, especially given the personal and social problems my students faced.”

What is TPSR?

Personal Responsibility - The willingness to try and to experience new things, and the ability to work on your own and develop and carry out a plan for yourself that will enhance your own well-being.

Social Responsibility - The respect you have for the rights and feelings of others and being sensitive and responsive to the well being of others.

Can you provide two examples of each of the above?

One from within PE and one from outside school.

The main goal of TPSR is teaching students to take personal and social responsibility through PE class and apply these responsibilities to everyday life.

To help kids become better people. This includes promoting human decency and positive relationships with others , and controlling our inclination to put ourselves first.

TPSR is not a way of teaching but “a way of being.” It needs to be who we are, the values that we live as we work with kids, the values we hope they seriously consider as potential guidelines for their lives.

Causes of Antisocial and Delinquent Behaviour

Level Characteristics

  • Individual factors,
  • Psycho- social features and
  • Environmental factors (Hagell, 2007).

Individual factors are mostly biological substrates which are likely to lead to the development of antisocial activities in childhood, such as impulsiveness and hyperactivity

Psycho- social features include parenting and delinquent peer groups

Environmental factors include: school effects, area differences, the media and availability of weapons and drugs.

However, many of these factors are directly linked and where one factor occurs, others are likely to follow.

Rationale for the Model

The Levels

Transfer of Learning

Increasing social problems for youth have emphasised the need for teaching life skills.

We cannot change the experiences students bring to school:

- Poverty

- Lack of role models

- Discrimination

- Violence

- Abuse and trafficking

- Unsupervised free time

- Exposure to inappropriate media

Young people are receiving less support and guidance in a society that bombards them with more choices than ever before and places many of them at a social, economic,and political disadvantage from the start.

Every student we teach will not become a professional level athlete, but they will all become members of our society

  • Gordon & Doyle (2015) TPSR & ToL - opportunities and challenges
  • Mixed results from previous research as to whether kids can successfully transfer learning in PE to other areas of their lives.

  • Positive outcomes -
  • improvements in self control and effort in other classes
  • Reduced drop-out rates
  • Improved responsibility both in school and in other contexts
  • Teachers in New Zealand reported positive transfer
  • Values and behaviors learned were transferred into the school context including positive leadership
  • Greater empathy shown at home and school
  • Transfer must be discussed throughout the lesson/unit with examples given to help kids.

  • Some studies though highlight that transfer of learning does not always occur
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