Implementation and Outcomes of a Responsibility-Based Physical Activity Program Integrated into an Intact High School Physical Education Class

Wright, Paul M.; Burton, Suzanne

doi:10.1123/jtpe.27.2.138

Cited by 112 publications

(79 citation statements)

References 34 publications

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“…Similarly Hellison (2003) emphasized that building character is synonymous with personal and social development that includes learning to take responsibility for self and towards others. Various scholars have reported positive findings in the response of students to involvement of the Personal and Social Responsibility model (see for example, Wright and Burton 2008;Wright, Rukavina, and Pickering 2008). Although character has been defined in many ways and is often assumed to be synonymous with personality, it is not surprising then that moral character has been used as a phrase to depict an expected outcome for sport participation, and by implication, for physical education as well, in the social and moral domain 1 .…”

Section: Introductionmentioning

confidence: 94%

Making sense of teaching social and moral skills in physical education

Jacobs

Knoppers²,

Webb

2013

Physical Education and Sport Pedagogy

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Background: Education policies and curriculum documents in many European countries promote the social and moral development of young people as a cross-curriculum goal and place that goal at the center of the education process. All subjects, including physical education (PE) are required to contribute to the social and moral development of the children. Scholars have argued that PE and especially the PE teacher play a crucial role in the social and moral development of children. There is however little scientific evidence that underpins the positive contribution of PE to this development. Scholars also understand the social and moral domain in diverse ways. Little is known about how teachers themselves think about their responsibilities with respect to the social and moral development of their students through PE and how they understand and operationalize such curriculum goals. Purpose: The purpose of this study is to explore how physical education (PE) teachers make sense of this formal curriculum goal and try to operationalize it. PE teachers tend not to be formally trained in didactics of social and moral development. In addition, the PE curriculum gives few guidelines that define social and moral development or how to accomplish this (if at all) but does require them to integrate this development into their teaching. We therefore used a social constructivist perspective with an emphasis on sense making to situate the study. Participants and setting: Participants teaching in different types of high school were recruited from Dutch urban, suburban and rural locations. In total 158 PE teachers participated in this study. Their teaching experience ranged from one to thirty-eight years. Data collection: Data were collected in three phases. Phase 1 was exploratory consisting of eight in-depth interviews. The results were used to construct an open-ended questionnaire that was answered by 55 participants (Phase 2). In Phase 3 we conducted 95 in-depth interviews with PE teachers to further explore themes that had emerged. Data analysis: The data were analyzed with the use of a qualitative data analysis package. We used a thematic analysis that was driven by both the data and the research questions to examine the combined data sets. Findings: The PE teachers unanimously constructed PE classes as places where social and moral skills should and can be developed. They equated social and moral development with the learning of social interactional skills. They differed however, in what they emphasized and the strategies they used to realize this curriculum objective. Conclusion: The PE teachers involved in this study actively worked to contribute to the social and moral development of their pupils by teaching and monitoring social ISSN 1740-8989 print/ISSN 1742-5786 online # 2013 Association for Physical Education http://dx.interactional skills. The commonalities in curricular practices found in this study and the individual differences together possibly reflect a globalized socialization of PE teachers into and through spor...

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Section: Introductionmentioning

confidence: 94%

Making sense of teaching social and moral skills in physical education

Jacobs

Knoppers²,

Webb

2013

Physical Education and Sport Pedagogy

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“…However, it has been shown that if teachers, and those supporting their professional learning through MBP, are creative and willing to experiment (Wright and Burton 2008) then positive changes can be made in the spaces where physical education is taught. However, as the next section shows these changes do not occur without some compromises.…”

Section: Change For Teachersmentioning

confidence: 99%

Models-based practice: great white hope or white elephant?

Casey

2012

Physical Education and Sport Pedagogy

176

153

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Structured AbstractBackground: Many critical curriculum theorists in physical education have advocated a modelor models-based approach to teaching in the subject. This paper explores the literature base around models-based practice (MBP) and asks if this multi-models approach to curriculum planning has the potential to be the great white hope of pedagogical change or, if in fact, it is a white elephant that should be reconsidered or abandoned.Purpose: To review the literature around pedagogical and curricular change in physical education that relates to teachers experience of models-based practice. This review of research on teachers' perceptions and use of MBP was undertaken in an effort to ascertain the ways in which practitioners' interpreted this type of change in practice.Data Collection: Papers were selected by searching EBSCO databases with the identifiers "Instructional Models", "Sport Education", "Teaching Games for Understanding" and their hybrids, "Cooperative learning", "Teaching Personal and Social Responsibility", "Personalised System of Instruction" "Peer Teaching Model" and "Inquiry Teaching." These were chosen as they match the seven innovative models in Metzler's (2010) compendium of instructional models. Further articles were obtained through the citations and references in the original documents.Data Analysis: Analysis of the 45 papers followed a systematic process of inductive analysis and constant comparison. The categories, which emerged from the analysis, were based upon the researcher's perceptions of findings and revealed five key findings/themes; i) Change for Teachers, ii) Difficultly and Time, iii) Diversification in the teacher's role, iv) Evidence of effectiveness and iv) University/teacher collaboration.Findings: While changes in attitude, positive feelings, efficacy, enthusiasm and vigour were reported by teachers there was also an acknowledgement that they lacked experience in using MBP which made them feel like they were 'beginning teachers' again. For some the conceptual shift was too much and they deliberately returned to their old pedagogies. For others change occurred slowly but gradually over the course of the intervention. When professional learning 2 was part of the relationship between the teachers and researchers then these returns to old practices was not reported. However, it was acknowledged that to engage with MBP required greater effort on behalf of the teacher and that to feel comfortable could take upwards of two years. Change was a difficult undertaking but when 'evidence' of success was used to support the teachers' learning then they felt more confidence in their decisions. The biggest factor in engendering change was the sustained support offered through collaborative partnerships between schools and universities. These supportive relationships allowed the teachers to continually reconsider their practice with the help of experienced colleagues.Conclusions: While MBP has begun to help practitioners to change and develop their pedagogies and curriculum we ar...

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“…Only a few studies have implemented the TPSR model through school based physical education classes, as in the case of Wright and Burton (2008). That study aimed to systematically explore the implementation and short-term outcomes of a responsibility-based physical activity program that was integrated into an intact high school physical education class.…”

mentioning

confidence: 99%

Application of Hellison's Teaching Personal and Social Responsibility Model in Physical Education to Improve Self-Efficacy for Adolescents at Risk of Dropping-out of School

et al. 2010

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This study evaluated improvement in self-efficacy and personal and social responsibility among at-risk of dropping-out of school adolescents participating in a program in which Hellison's Teaching Personal and Social Responsibility Model was applied in physical education classes during the course of an academic year. Thirty atrisk adolescents aged 13-14 years old (23 boys, 7 girls) were assigned to an intervention group (12 boys and 3 girls) or a comparison group (11 boys, 4 girls), the latter of which did not participate in the program. Quantitative results showed a significant improvement in the students´ self-efficacy for enlisting social resources and in self-efficacy for self-regulated learning. Qualitative results showed an improvement in responsibility behaviors of participants in the intervention group. This suggests that the model could be effective for improving psychological and social development in at-risk adolescents, and that physical education classes may be an appropriate arena for working with these young people.Keywords: at-risk adolescents, personal and social responsibility, self-efficacy, physical education.Este estudio evaluó la mejora en autoeficacia y responsabilidad personal y social de un grupo de adolescentes en riesgo de abandono escolar que participaron en un programa basado en el Modelo de Enseñanza de Responsabilidad Personal y Social de Hellison, durante las clases de educación física, a lo largo de un curso académico. La muestra estuvo compuesta por treinta adolescentes de 13 a 14 años de edad (23 chicos, 7 chicas). De ellos, 12 chicos y 3 chicas fueron asignados a un grupo de intervención, y 11 chicos y 4 chicas formaron el grupo de comparación, los cuales no participaron en el programa. Los resultados cuantitativos mostraron una mejora significativa en la autoeficacia de los alumnos para conseguir recursos sociales y en la autoeficacia para el aprendizaje autorregulado.Los análisis cualitativos mostraron que los alumnos del grupo de intervención apreciaron mejoras en su conducta responsable y en la responsabilidad de sus iguales. Esto sugiere que el modelo puede ser efectivo para mejorar el desarrollo psicológico y social de los adolescentes en riesgo, y que las clases de educación física pueden ser un marco apropiado para trabajar con estos jóvenes.Palabras clave: adolescentes en riego, responsabilidad personal y social, autoeficacia, educación física.

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Implementation and Outcomes of a Responsibility-Based Physical Activity Program Integrated into an Intact High School Physical Education Class

Cited by 112 publications

References 34 publications

Making sense of teaching social and moral skills in physical education

Making sense of teaching social and moral skills in physical education

Models-based practice: great white hope or white elephant?

Application of Hellison's Teaching Personal and Social Responsibility Model in Physical Education to Improve Self-Efficacy for Adolescents at Risk of Dropping-out of School

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