Empirical study on the effectiveness of the TPSR model in a junior high school class

Umegaki, Akemi; Kusajima, Shinnosuke; Uetani, Kouichi

doi:10.5432/jjpehss.10024

Cited by 4 publications

(1 citation statement)

References 8 publications

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“…Hellison and Walsh (2002) reviewed research papers that examined the eŠects of the TPSR model and reported that it increased students' awareness of their self-repression, self-managing and assistance to others, increased their communication skills in PE classes, and facilitated improvement of their human relations. In Japan, Umegaki et al (2006) and Umegaki et al (2011) reported that the TPSR model facilitated the improvement of university students' and junior high school students' social skills.…”

Section: Introductionmentioning

confidence: 99%

A Study of an Instructional Model (ASKS Model) in Physical Education to Improve Social Skills: Focusing on Team Organization*

Umegaki

Otomo

Ueta

et al. 2019

Int. J. Sport Health Sci.

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In school education, it is important to encourage students to improve their social skills. Umegaki et al. (2016b) have developed an instructional model known as the Acquisition of Social Knowledge in Sport (ASKS) Model for facilitating improvement in social skills in the context of physical education. They consider that the ASKS Model with heterogeneous team organization would improve social skills that would be applicable to daily life outside of physical education classes and help students to maintain these social skills. However, no previous study has examined whether the ASKS Model would be eŠective for homogeneously organized teams. Therefore, the present study was designed to examine the type of team organization that would be most eŠective for the ASKS Model by comparing physical education classes with the ASKS Model based on homogeneous teams and heterogeneous teams. The study focused on physical education classes for male students in the second year of junior high school. The classes included those without the ASKS Model, those with the ASKS Model based on homogeneous teams, and those with the ASKS Model based on heterogeneous teams. A formative evaluation of friendship-building and the KiSS-18 questionnaire on paper were administered before and after each class. The study conˆrmed two points: First, the ASKS Model appeared to be eŠective when heterogeneous teams were organized. Second, the eŠectiveness was suggested to be improved when heterogeneity of motor skill was maintained rather than heterogeneity of social skills.

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Section: Introductionmentioning

confidence: 99%

A Study of an Instructional Model (ASKS Model) in Physical Education to Improve Social Skills: Focusing on Team Organization*

Umegaki

Otomo

Ueta

et al. 2019

Int. J. Sport Health Sci.

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Study of the Transfer and Maintenance of the Effects of the TPSR Model in Junior High School Physical Education Classes*

Umegaki

Otomo

Minamishima

et al. 2017

Int. J. Sport Health Sci.

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Effects of PACER on physical education for middle grade pupils in elementary school:

MURAI,

OGIWARA,

NAITO

2024

Japan Journal of Physical Education, Health and Sport Sciences

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The purpose of this study was to examine the learning outcomes of P.E. classes with Performer and Coach Earn Rewards(PACER), which is one of the cooperative learning models. To verify the effects of the PACER unit, a comparison was made by conducting a non-intervention unit at a different elementary school from the PACER unit. The mat exercise units were conducted during nine lessons.Thirty-one fourth grade students in the PACER unit, and 30 in the general units participated in the study．Students' formative evaluation in every lesson and social skills questionnaires in the before and after units were collected. The movement skills for the backward roll and cartwheel in the before and after units and observation of students' human relationships were video recorded and analyzed according to the criteria for observational evaluation and category.The main results are as follows:(1) The results of the students' formative evaluation showed high scores for both the PACER and general units. In the PACER unit, the average scores for the "Achievement" and "Cooperation" dimensions were high throughout the unit. This means that the PACER unit was a unit in which the students could experience achievement and they cooperated with their peers.(2) The total score of the students' social skills in the PACER unit were improved.These skills, "consideration toward others" and "assertiveness" significantly improved. The results of observing the students' human relationships supported these findings, as many positive relational behaviors were observed.(3) The general impression of the backward roll was declined and cartwheel was improved in the general unit．However, both the backward roll and cartwheel were improved in the PACER unit.These results suggest that PACER could be effective in improving social skills and movement quality as part of the mat exercise unit in which the backward roll and cartwheel are taught.

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Empirical study on the effectiveness of the TPSR model in a junior high school class

Cited by 4 publications

References 8 publications

A Study of an Instructional Model (ASKS Model) in Physical Education to Improve Social Skills: Focusing on Team Organization*

A Study of an Instructional Model (ASKS Model) in Physical Education to Improve Social Skills: Focusing on Team Organization*

Study of the Transfer and Maintenance of the Effects of the TPSR Model in Junior High School Physical Education Classes*

Effects of PACER on physical education for middle grade pupils in elementary school:

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