PET 735 Week 7- Teaching Personal and Social Responsibility

1. Hellison, D. (2003). Teaching personal and social
responsibility in physical education. In S. Silverman and C.
Ennis (Eds.), Student Learning In Physical Education:
Applying Research to Enhance Instruction. Champaign, IL:
Human Kinetics. (pp. 241-254
Renee Brown
Adam Keath

2. Background
• Hellison Worked in inner-city schools and saw the
need for moral and character education.
• The need was not exclusive to urban settings
modern culture was affecting the character and
morals of kids nationwide.
• “To what extent and in what ways can physical
education help meet the needs of kids today?”
• https://www.youtube.com/watch?v=qzayNPEmo
K0&list=PL9CCC890650706F6A

3. Teaching Personal and social
responsibility.
• Hellison developed a model to address the
affective domain of students and help develop
character in the students.
• Model had to keep physical activity central to
physical activity.
• The model through activity helps students be
more reflective about personal and social-moral
decisions.

4. TPSR Goals
• Respect the rights and feelings of others
– Self control/temper
– Conflict resolution
• Effort
– Self motivation
– New tasks/staying on task
• Self direction
– Works independently
– Goal setting and progression
– Peer pressure resistance

5. TPSR Goals cont.
• Helping others and leadership
– Caring & compassion
– Sensitivity and responsiveness
• Outside the gym
– Trying these concepts outside of PE
– Becoming role models

6. TPSR Levels
• Level 0: irresponsibility
– Blames others, does not participate
and denies responsibility for what
they do or fail to do.

7. TPSR Levels
• Level 1: respect
– Student may not participate or show
improvement if they do, but they are able
to control their own behavior enough so
that they are not interfering with others.

8. TPSR Levels
• Level 2: Participation
– Students show respect to one
another and actively and
enthusiastically participate in
activities under teachers
supervision.

9. TPSR Levels
• Level 3: Self Direction
– Students show respect and
participations and work on skill
development without direct
supervision. These students begin to
identify their own needs and can
begin to execute their own PE
programs.

10. TPSR Levels
• Level 4: Caring
– In addition to meeting all other
levels these students extend their
sense of responsibility beyond
themselves by cooperating, showing
concern, and helping others.
• https://www.youtube.com/watch
?v=9axXKI3zBgU

11. TPSR Class Format
• Counseling time- touch base with students,
show them you care for them as individuals.
• Awareness talk- Remind students of their
responsibilities, eventually this becomes
student led.
• The lesson- teacher uses TPSR instructional
strategies to integrate teaching responsibility
with physical activity.

12. TPSR Format Cont.
• Group meeting- Students express their views about
the lesson and raise possible issues or ideas they
might have to improve the class or lesson.
• Reflection time- student’s reflect on their attitudes
and intentions over the course of the lesson and
think about what level they were at in terms of
Hellison’s five levels.
• Counseling time- If time permits give student’s the
chance to meet one on one and discuss any potential
issues.

13. Instructional Strategies
• Awareness strategies- “teachable moments”,
wall charts, awareness talks.
• Direct instruction- How lessons are designed
to incorporate components of TPSR.
• Individual decision making- Offering options
in class and allowing students to select there
own progression.

14. Instructional Strategies
• Large and small group decision making-
Group meetings and decisions so students can
be an active part of the review process.

15. Extended Day Programs
• Community youth programs
– Flexibility
– Funding and student recruitment is voluntary
– Usually fails because the holistic agenda is broader
than the existing youth services framework.

16. Implications For Research
• Personal and social development outcomes
are difficult to evaluate.
– Sleeper effect
• Influence of the effect of students life outside
of physical activity
– Follow-up research neccesary

17. Conclusions
• The best known work in achieving NASPE
standard 4 as described by Palcek.
• Model focused on character development and
the affective domain.
• “Never doubt that the efforts of one person
can change the world…indeed, it’s the only
thing that ever has.” Margaret Meade