Renee BrownAdam Keath

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

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=qzayNPEmoK0&list=PL9CCC890650706F6A

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.

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

TPSR Goals cont.• Helping others and leadership– Caring & compassion– Sensitivity and responsiveness

• Outside the gym– Trying these concepts outside of PE– Becoming role models

TPSR Levels• Level 0: irresponsibility– Blames others, does not participate

and denies responsibility for what they do or fail to do.

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.

TPSR Levels• Level 2: Participation– Students show respect to one

another and actively and enthusiastically participate in activities under teachers supervision.

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.

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

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.

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.

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.

Instructional Strategies

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

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.

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

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