The development of compassionate and caring leadership among adolescents

Martinek, Tom; Schilling, Tammy; Hellison, Don

doi:10.1080/17408980600708346

Cited by 75 publications

(59 citation statements)

References 3 publications

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“…Finalmente, es necesario referenciar los estudios de Tom Martinek a través del Proyecto Esfuerzo (Martinek, 1997;Martinek et al, 2001;Martinek, y Hellison, 1997;Martinek, McLaughlin, y Schilling, 1999;Martinek, y Ruiz, 2005;Martinek, y Schilling, 2003;Martinek, Schilling, y Hellison, 2006), aplicando el MRPS a niños con problemas de conducta y baja motivación hacia el entorno educativo a través de actividades deportivas variadas como fútbol, baloncesto, tenis, lacrosse, etc. Los resultados, tanto cualitativos como cuantitativos, reflejaron una mejora en el comportamiento de los educandos traducido en un menor número de conductas negativas, expulsiones y/o abandonos (Martinek et al, 1999).…”

Section: Investigaciones Precedentes Que Han Desarrollado Programas Dunclassified

El modelo de responsabilidad personal y social a través del deporte como propuesta metodológica para la educación en valores en adolescentes

Martínez

Mármol

Valenzuela

et al. 2016

ESPIRAL-CUADERNOS DEL PROFESORADO

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RESUMEN:En este estudio se presenta el Modelo de Responsabilidad Personal y Social, desarrollado por Donald Hellison, como herramienta para la educación en valores y la mejora de la convivencia escolar a través de las clases de educación física y el deporte escolar. Se describe la metodología y las características del mismo, distinguiendo los cinco niveles de los que se compone (respeto por los demás, participación y esfuerzo, autonomía personal, ayuda a los demás y liderazgo y transferencia fuera del contexto deportivo), la estructura de las sesiones de intervención (toma de conciencia, la responsabilidad en acción, encuentro de grupo así como evaluación y autoevaluación) y pautas que debe seguir el educador en sus intervenciones. Del mismo modo, se ofrece una revisión actualizada de los principales trabajos de aplicación de este modelo, analizando sus características y los principales resultados obtenidos por los investigadores que han aplicado este Modelo tanto en España como en el extranjero. Palabras clave: Educación Física, escolares, modelos de enseñanza, actividad física.ABSTRACT: This paper presents the Personal and Social Responsibility Model, developed by Donald Hellison, as an instrument to improve the education in values and school life through physical education classes and school sports. The methodology, characteristics, distinguishing its five levels that compose it (respect for the others, participation and effort, personal autonomy, help the others and leadership and transferring outside the sport context), structure of intervention sessions (raise of awareness, responsibility in action, group meeting as well as assessment and self-assessment) and guidelines to be followed by the teacher in their interventions are described. In the same way, it provides a full review of the main works that are applied this model, and its characteristics and the main results obtained by the researchers who have applied this Responsibility Model in Spain and abroad.

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Section: Investigaciones Precedentes Que Han Desarrollado Programas Dunclassified

El modelo de responsabilidad personal y social a través del deporte como propuesta metodológica para la educación en valores en adolescentes

Martínez

Mármol

Valenzuela

et al. 2016

ESPIRAL-CUADERNOS DEL PROFESORADO

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“…Month 200, 000-000 Special Issue: Truancy, Disaffection, Anti-Social Behaviour and the Governance of Children 9 different forms of positive youth development that can be achieved through physical activity, PE and school sport, and strong theoretical foundations for such approaches have been developed (Burt, 1998;Lawson, 1995Lawson, , 1997. In particular, it has been argued that engagement in physical activities can help to: enhance an individual's confidence and sense of self-worth (Nichols, 1997); promote the capacity for collaborative work (Priest & Gass, 1997); facilitate positive sociomoral development (Danish, 2002;Larson & Silverman, 2005); instil a sense of personal and social responsibility (Hellison, 1995;Lawson, 1999;Martinek, Schilling & Hellison, 2006); and help to address problems of disadvantage and social exclusion through the generation of social capital (Bailey, 2005;Crabbe, 2006a). Such is the conviction that involvement in physical activities can help to address social concerns and contribute to positive personal development, that it has resulted in what Pitter and Andrews (1997) defined as a 'social problems industry' (p.85) in which numerous public and privately sponsored initiatives (such as those outlined later in the paper) are being developed.…”

Section: The Impact Of Sport/physical Activity On Positive Youth Devementioning

confidence: 99%

The role of physical activity/sport in tackling youth disaffection and anti‐social behaviour

2008

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The purpose of this paper is to consider new and existing evidence about the impact of sport/physical activity programmes on positive youth development in the context of education. The issue of youth disaffection is topical (Davies, 2005) and a number of authors and policy makers have acknowledged that physical activity/sport may be an effective way of helping to address the problem (e.g. Sandford, . As a result, a number of initiatives aimed at re-engaging disaffected or disadvantaged young people through physical activities have been developed and implemented in schools in the UK. Two such initiatives, the HSBC/Outward Bound project and Youth Sport Trust/BSkyB 'Living For Sport' programme, are discussed within this paper, and key findings from the monitoring and evaluation of each initiative are presented. Over a period of 3 years, more than 7000 pupils have been engaged in these programmes, and complete data sets have been collated for over 50% and 90% of Sky Living For Sport and HSBC/Outward Bound participants respectively. The findings suggest that both of these projects have had a positive impact on the behaviour and attendance of large numbers of pupils, and that engagement in lessons and relationships with both teachers and peers have improved and can be sustained. The findings also demonstrate, however, that impact is highly individualised and context-specific in many cases, and that positive impact is more likely to be sustained when some or all of the following project features are in place: effective matching of pupil needs with the specific project objectives; locating Review Vol. No. Month 200, Disaffection, Behaviour and the Governance of Children 2 project activities outside of the 'normal' school context; working closely with pupils to choose activities, set targets and review progress; establishing positive relationships between project leaders / supporters (mentors) and pupils; and giving pupils the opportunity to work with and for others. Educational

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“…Our research suggests the importance for these young people of developing an on-going relationship with a particular coach or coaches whose initiative encouraged them to become increasingly involved as volunteers. In policy terms, it might be useful to consider whether a leadership programme that systematically provides young people with opportunities to engage in leadership activities might inspire more young people from various backgrounds to try volunteering even in the absence of a longer term affiliation with a programme (Martinek, et al 2006). This means that local organisations like youth clubs, voluntary groups and sports clubs provide vital social and material infrastructure to young people's pathways into volunteering.…”

Section: Suppose It Breaks the Mould That I Am Here On Friday Nightmentioning

confidence: 99%

Unintended volunteers: the volunteering pathways of working class young people in community sport

Bradford

Hills

Johnston

2016

International Journal of Sport Policy and Politics

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The development of compassionate and caring leadership among adolescents

Cited by 75 publications

References 3 publications

El modelo de responsabilidad personal y social a través del deporte como propuesta metodológica para la educación en valores en adolescentes

El modelo de responsabilidad personal y social a través del deporte como propuesta metodológica para la educación en valores en adolescentes

The role of physical activity/sport in tackling youth disaffection and anti‐social behaviour

Unintended volunteers: the volunteering pathways of working class young people in community sport

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