An Investigation of Commitment among Participants in an Extended Day Physical Activity Program

Schilling, Tammy

doi:10.1080/02701367.2001.10608972

Cited by 44 publications

(56 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Similarly, both models include elements that can promote relations among students such as cooperative learning, affiliation or group meetings, which could have reinforced significantly the relations among students. Previous studies have showed that the relationship among students that had experienced SE (García et al, 2012;Perlman & Goc, 2010) or TPSR (Schilling, 2001;Ward, Parker, Henschel-Pellett, & Pérez, 2012) had improved.…”

Section: Discussionmentioning

confidence: 99%

Violence, Responsibility, Friendship and Basic Psychological Needs: Effects of a Sport Education and Teaching for Personal and Social Responsibility Program // Violencia, responsabilidad, amistad y necesidades psicológicas básicas: efectos de un programa de Educación Deportiva y Responsabilidad Personal y Social

Menéndez-Santurio

Fernández-Río

2016

REV PSICODIDACT

View full text Add to dashboard Cite

The goal of the present study was to empirically assess the effects of an intervention based on a hybrid pedagogical model (Sport Education+Teaching for Personal and Social Responsibility) on adolescents' attitudes towards violence, responsibility, friendship goals and basic psychological needs, compared with a traditional teaching approach. 143 secondary education students agreed to participate, 14-17 years, 78 experimental and 65 control. A pretest-posttest repeated measures design with a control group was used. Prior and after the program (16 sessions) four assessment instruments were used: Attitudes towards Violence Scale, Friendship Goals Questionnaire, Personal and Social Responsibility Questionnaire and Social Basic Psychological Needs Scale. Posttests MANCOVAs revealed that the intervention program (SE+TPRS) produced a significant improvement in the participants' attitudes towards violence, social responsibility, competence and relatedness. Results show the goodness of using innovative pedagogical approaches.Keywords: pedagogical models, physical education, innovation, educational kickboxing. ResumenEl objetivo del presente estudio fue evaluar experimentalmente los efectos de una intervención basada en un modelo pedagógico híbrido (Educación Deportiva+Responsabilidad Personal y Social) sobre las actitudes hacia la violencia, la responsabilidad, las metas de amistad y las necesidades psicológicas bá-sicas de los adolescentes, comparándolos con un planteamiento tradicional de enseñanza. Accedieron a participar 143 estudiantes de secundaria, 14-17 años, 78 experimentales y 65 de control. El estudio utilizó un diseño de medidas repetidas pretest-postest con grupo de control. Antes y después del programa (16 sesiones) se administraron cuatro instrumentos de evaluación: Escala del Nivel de Actitud hacia la Violencia, Cuestionario de Metas de Amistad, Cuestionario de Responsabilidad Personal y Social y Escala de las Necesidades Psicológicas Básicas. Los MANCOVAs postest revelaron que el programa de intervención (MED+MRPS) provocó una mejora significativa de las actitudes hacia la violencia, la responsabilidad social, la competencia y la relación de los participantes. Los resultados muestran la bondad de planteamientos pedagógicos novedosos.Palabras clave: modelos pedagógicos, educación física, innovación, kickboxing educativo.Acknowledgements: To the Rosario de Acuña high school (Gijón, Asturias) and to the Emilio Alarcos high school (Gijón, Asturias) for supporting this project.

show abstract

Section: Discussionmentioning

confidence: 99%

Violence, Responsibility, Friendship and Basic Psychological Needs: Effects of a Sport Education and Teaching for Personal and Social Responsibility Program // Violencia, responsabilidad, amistad y necesidades psicológicas básicas: efectos de un programa de Educación Deportiva y Responsabilidad Personal y Social

Menéndez-Santurio

Fernández-Río

2016

REV PSICODIDACT

View full text Add to dashboard Cite

show abstract

“…In this way, other researches have reached better improvements having implemented the PSRM for more time, what allowed teachers to spend more time to develope each level of personal and social responsibility [33,34]. Therefore, some of the future works proposed suggest the reduction of the number of participant centres at the same time that the increase of the intervention duration (a whole academic year).…”

Section: Discussionmentioning

confidence: 99%

The Development of a Sport-based Personal and Social Responsibility Intervention on Daily Violence in Schools

Martínez¹,

Mármol²,

Valenzuela³

et al. 2014

AJSSM

View full text Add to dashboard Cite

This research assess the improvements that the implementation of Personal and Social ResponsibilityModel produces on observed and suffered violence among teenagers. In order to this, a training course was taught to 9 teachers (5 from primary school and 4 from secondary school), who implementated the Responsibility Model during 24 Physical Education lessons. The participants, 215 students from primary education and 189 from secondary education, were divided on 9 control groups and 9 experimental groups. Postest results point that observed violence as well as suffered violence improved significantly on experimental groups, in contrast to control groups, where there were not significant differences in any of both variables. Therefore, Personal and Social Responsibility Model is an efficient teaching methodology to improve the quotidian scholar violence in Physical Education lessons.

show abstract

“…As a close relationship with the coach or mentor strongly influences the commitment of youths to a program (Schilling, 2001), befriending may be a prerequisite for other mentoring activities. However, the efforts of mentors should not be limited to relationship building; they should also recognize the developmental needs of youth and focus on developing competence and character (Hamilton & Hamilton, 1992).…”

Section: Jpes ®mentioning

confidence: 99%

Untitled

2015

JPES

View full text Add to dashboard Cite

Abstract:While many studies have examined the role of sports programs for children's life skills development, few have explored the potential of sport as a one-on-one mentoring opportunity. The purpose of this study was to examine the reasons for children's participation, the nature of the mentor-mentee relationship, and the influence of a sports mentoring program on children's life skills development. The participants included six mentees (4 boys, 2 girls) and their mentors (4 male, 2 female) who participated in a 9-month sports mentoring program. Data were collected via open-ended questionnaires, individual interviews, reflective journal entries by mentors, and observation of mentoring sessions. The data were analyzed using inductive analysis. The findings showed that the children were attracted to sports mentoring to establish a relationship with caring adults, to improve their sports skills, and to develop their life skills. These motives for participation were related to the nature of the mentor-mentee relationship. Participation in the sports mentoring program influenced the children's improvement in (a) physical activity and sports skills, (b) confidence and connectedness, and (c) selfmanagement and growth skills. This study showed that one-on-one sports mentoring can serve as a unique context and tool for life skills development by capitalizing on both the sports content and the structure of a oneon-one relationship.

show abstract

An Investigation of Commitment among Participants in an Extended Day Physical Activity Program

Cited by 44 publications

References 20 publications

The Development of a Sport-based Personal and Social Responsibility Intervention on Daily Violence in Schools

Untitled

Contact Info

Product

Resources

About