Training programme for novice physical activity instructors using Teaching Personal and Social Responsibility (TPSR) model: A programme development and protocol

Toivonen, Hanna-Mari; Wright, Paul M.; Hassandra, Mary; Hagger, Martin S.; Hankonen, Nelli; Hirvensalo, Mirja; Talvio, Markus; Gould, Daniel; Kalaja, Sami; Tammelin, Tuija; Laine, Kaarlo; Lintunen, Taru

doi:10.1080/1612197x.2019.1661268

Cited by 12 publications

(21 citation statements)

References 47 publications

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“…Another finding highlighted in our results is the importance of role models [47,48], in community sport projects potentially embodied by coaches, professional sport players or peer experts. Especially the latter seems to be able to set a powerful example.…”

Section: Discussionmentioning

confidence: 65%

How community sport programs may improve the health of vulnerable population groups: a program theory

Veken

Lauwerier

Willems

2020

Int J Equity Health

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Background: Groups at risk of exclusion from society appear to have a lower health status and more health-related problems. Prevention efforts in these groups are not always successful, and new ways have to be sought by which health messages can be delivered. Many agree on low-threshold sport activities, also called 'community sports', to be a powerful tool to target socially vulnerable groups. Until now, it has not been investigated how and when such sport initiatives may be able to impact health outcomes in socially vulnerable populations. This study aims at developing a program theory that clarifies the mechanisms and necessary conditions for sport programs to be effective in health promotion. Such a program theory may constitute a backbone for developing health promotion initiatives within a sport for development setting. Methods: We developed a program theory using a realist research design. We build on an extensive data set consisting of the insights of key stakeholders and participants of various community sport organizations at the one hand, and on relevant theoretical frameworks at the other hand. Data were collected through participatory observations of soccer trainings and related group activities, interviews with key stakeholders and participants, document analysis and two focus groups with stakeholders from associated social partnership organizations. Results: The health promoting effect of community sport on socially vulnerable groups seems not to result from an improved physical condition or sport-technical skills as such, but from processes of experiential learning among peers, incremental responsibility-taking and reflexivity. On the condition that participants feel safe, are stimulated to reflect and enabled to become actor of themselves and their situation, these processes are likely to lead to increased self-esteem, self-efficacy and motivation to set and pursue personal (health) goals. The key-influencing factor in these processes is the coach, who therefore needs to be adequately skilled in, for example, social vulnerability, motivational coaching and group dynamics. Conclusions: The program theory developed in this study offers insights in the mechanisms proper to, and necessary conditions for community sport to be a lever for health promotion in socially vulnerable groups. Motivational processes at individual level and group connectivity are at the basis of personal health goal-setting. One of the necessary conditions is that these processes are guided by community sport coaches skilled in the meaning and impact of social exclusion, and capable of connecting with the target group.

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Section: Discussionmentioning

confidence: 65%

How community sport programs may improve the health of vulnerable population groups: a program theory

Veken

Lauwerier

Willems

2020

Int J Equity Health

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“…From the beginning of the research, the importance of the coach role in the instruction part was considered as one of the success factors of the program. That is why, although there is no single correct way to implement the TPSR model, according to Hanna-Mari et al (2019), requires specific training that allows the systematic application of the key elements of the TPSR. The TPSR training plan was designed in collaboration with the intervention group coach through an initial meeting.…”

Section: Coach Training Coursementioning

confidence: 99%

Effects of a Teaching Personal and Social Responsibility Model Intervention in Competitive Youth Sport

Carreres-Ponsoda¹,

Escartí²,

Jiménez-Olmedo³

et al. 2021

Front. Psychol.

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The aim of this study was to implement the teaching personal and social responsibility (TPSR) model in a competitive context analyzing the differences between the intervention and the control group on personal and social responsibility, prosocial behaviors, and self-efficacy in youth soccer players. Participants were 34 youth soccer players between the ages of 14 and 16 years old (15.18 ± 0.72) divided into two different soccer teams of 17 members, corresponding to the control and intervention groups. The implementation of the TPSR model took place during 9 months, including initial and ongoing coach training (3 months), program implementation (three sessions per week lasting 90 min during 6 months), and a series of expert-led seminars for athletes (one session per week lasting 90 min during 4 months). The questionnaires used to collect data were the Personal and Social Responsibility Questionnaire, Prosocial Behavior Scale, and two Children’s Self-efficacy Scales. Results indicated that the TPSR intervention group obtained an increase in post-test levels of personal and social responsibility, prosocial behavior, and self-efficacy due to the application of the TPSR model compared with control group that used a conventional sport teaching methodology. The conclusion is that the TPSR model has the potential to be adapted and implemented with flexibility in youth sport competition contexts in order to improve personal and social responsibility, prosocial behavior, and self-efficacy.

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“…Participation in sport is beneficial to the physical and psychological development of young people 1,2 ; yet, it can also pose increased risk of sport injuries. 3,4 Sport injury can be defined as "any unintentional or intentional damage to the body resulting from participation in sport."…”

Section: Introductionmentioning

confidence: 99%

Predictors of in‐school and out‐of‐school sport injury prevention: A test of the trans‐contextual model

Lee

Standage

Hagger

et al. 2020

Scandinavian Med Sci Sports

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The current study aimed to predict secondary school students’ motivation toward sport injury prevention in “in‐school” and “out‐of‐school” contexts, and their sport injury prevention behavior at 3‐month follow‐up using the trans‐contextual model (TCM). Hong Kong secondary school students (N = 1566; mean age = 13.34 years, range = 11 to 19; female = 49.42%) were recruited. Participants were asked to complete a survey comprising previously validated scales measuring TCM constructs at baseline and a measure of sport injury prevention behavior at follow‐up three months later. Structural equation modeling (SEM) was used to examine the hypothesized paths among TCM constructs. A SEM specifying hypothesized paths among TCM variables showed acceptable fit with the data (χ2(29) = 418.55, CFI = .93, TLI = .90, and RMSEA = .09, 90% CI [.09, .10], and SRMR = .05). Findings supported tenets of the TCM: the effects of perceived autonomy support from PE teachers on in‐school autonomous motivation toward injury prevention, the trans‐contextual relationship between students' “in‐school” and “out‐of‐school” autonomous motivation toward injury prevention, and the effects of autonomous motivation toward injury prevention on social cognitive variables and subsequent sport injury prevention behaviors. Results supported the tenets proposed within the TCM in predicting students' “in‐school” and “out‐of‐school” autonomous motivation toward sport injury prevention. Findings underscore the potential importance of autonomy support from PE teachers in facilitating students’ sport injury prevention behaviors. Further longitudinal and intervention research is warranted to establish temporal and causal effects of TCM variables in sport injury prevention.

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Training programme for novice physical activity instructors using Teaching Personal and Social Responsibility (TPSR) model: A programme development and protocol

Cited by 12 publications

References 47 publications

How community sport programs may improve the health of vulnerable population groups: a program theory

How community sport programs may improve the health of vulnerable population groups: a program theory

Effects of a Teaching Personal and Social Responsibility Model Intervention in Competitive Youth Sport

Predictors of in‐school and out‐of‐school sport injury prevention: A test of the trans‐contextual model

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