Comparison of Learning Effects of Merging TPSR Respectively with Sport Education and Traditional Teaching Model in High School Physical Education Classes

Abstract

The purposes of the study were to examine the students’ learning effects of different physical education curriculum model, which merged Teaching Personal and Responsibility (TPSR), respectively, with the Sport Education Model (SEM) and Traditional Teaching Model (TTM) for better learning effects in high school physical education classes. A pretest-posttest quasi-experimental design was used with an experimental group (TPSR-SEM; 75 students, Mage = 16.78 ± 0.54 years) and a control group (TPSR-SEM; 58 students, Mage = 16.82 ± 0.57 years). Experimental and control group sessions spanned 32 lessons over 16 weeks. Multivariate analysis of covariance was used for statistical analysis. The findings of research showed that the TPSR-SEM experimental group could improve more learning effects than the TPSR-TTM control group in the dependent variables, including sport self-efficacy, sport passion, responsibility, and game performance. We concluded that TPSR-SEM group could improve more learning effects than the TPSR-TTM group in the cognitive, psychomotor, and affective domains for physical education courses. It is worthy to develop TPSR-SEM in the physical education curriculum.

The influence of low-performing students' motivation on selecting courses from the perspective of the sport education model

“…Accordingly, students can experience success in a teamwork setting, avoid a sense of loss and helplessness commonly experienced during competition-based learning, and change their elective motivation toward PE courses. The results of this study indirectly verified the discourse of several related studies [15,16,[41][42][43]. The SEM can provide students with real sports experience.…”

From Students’ Personal and Social Responsibility to Autonomy in Physical Education Classes

“…While it is true that this was a program created for application within a context of social exclusion [3,4], in recent years there has been an increase in the number of studies in which the model is applied in schools, specifically in physical education classes [5,6]. The TPSR has shown to have good results in fair play and self-control [7], self-efficacy [8], quality of life [9], personal and social responsibility [10], autonomy [11], adherence to physical activity [12], perceptions of their basic psychological needs, motivation in physical education, athleticism and active lifestyle [13], self-efficacy, sport passion, responsibility and game performance [14].…”

Expanding the Boundaries of TPSR and Empowering Others to Make Their Own Contributions

“…Several other countries in the region have also made progress in embracing the model. These include Taiwan where Professor Pan has completed TPSR based studies (Pan, Huang, Lee, & Hsu, 2019;Pan & Keh, 2014) and Indonesia which has produced at least four TPSR related PhD dissertations. In Timor-Leste (East Timor) Céu Baptista (Baptista, et al, 2019) introduced TPSR into their teacher training programs, work that formed the basis for her PhD and which continues today at National University of Timor Lorosa'e.…”

“…We were firstly interested in identifying what the programs looked like in the reality of practice and the degree to which they showed of fidelity to the model. This was at times difficult as it was noticeable that a number of TPSR based studies offered insufficient detail of the actual programs to allow the reader to identify what was occurring and the level of fidelity that was achieved (for example Pan, et al, 2019). The degree of program description and/or the use of observational instruments to support fidelity did vary with some, such as Lee & Choi (2015), offering program descriptions and extensive observational data.…”

“…In other countries where TPSR has a presence in High School physical education, this usually occurs outside of the official curriculum. These include Turkey (Agbuga, Xiang, & McBride, 2015;Aksoy & Gürsel, 2017) Scotland (Gray, 2012) Taiwan, (Pan, et al, 2019) Spain (Prat, Camerino, Castañer, Andueza, & Puigarnau, 2019) and Japan (Umegaki et al, 2017). In these countries TPSR based programs in high school physical education, while successful, has not led to an official recognition of the model within the physical education curriculum.…”