Search Results (3)

The following educational intervention proposal arises from the importance of implementing an education based on fostering values through physical education (PE) lessons. PE has certain characteristics that contribute to enhancing learning at a social, affective and psychological level, in addition to promoting adequate physical development. The proposed design is based on Donald Hellison’s personal and social responsibility model (TPSR), whose main objective is to achieve a teaching methodology that can convey values and skills in the lives of youth at risk of exclusion. Different sports modalities are used in the initiation phase, which make up a ten-week teaching unit and in which the game takes the leading role. The application of this program focuses specifically on students in compulsory secondary education, a stage in which significant changes are experienced in many aspects and levels. However, it is completely adaptable to other developmental stages. In this way, the main objective of this work is to create an intervention proposal that aims to promote, following a set of intervention units of sessions, the development of the three main values in which this work is based: respect, equality and inclusion. Full article

The aim of this study was to determine how secondary education students and teachers perceive the implementation of the Teaching Personal and Social Responsibility model (TPSR), the relationship between TPSR and marks in physical education (PE), and potential differences with regard to gender. For this purpose, TPSR was implemented for seven months and on completion 121 students (48 girls) aged between 12 and 16 from the first and third grade of secondary education were asked to complete the TPSR perception questionnaire (ECVA-12) to determine their satisfaction with this methodology and the values the model promoted in pupils. Moreover, the participant teachers were also interviewed. Results showed positive student perceptions of the implemented methodology and its promotion of values, and significant differences in academic performance in PE in favor of males. Teachers valued this methodology very positively and considered that it would be useful with any kind of student. This paper suggests the importance of TPSR implementation for all teachers, regardless of their specialism, and considers that there may be potential in engaging other collectives such as families. Full article

The present study aimed to apply a programme based on Hellison’s Teaching Personal and Social Responsibility model (TPSR), traditionally used in Physical Education, to other school subjects and analyse aspects related to motivation and satisfaction of basic psychological needs among other variables. The programme was applied for 7 months during one academic year, all students receiving at least 60% of the lessons through this teaching methodology. A mixed method research methodology and quasiexperimental design was implemented in three schools (two primary, one secondary), with a total of 29 teachers and 272 students (45 control, 227 experimental group) involved. The students completed a questionnaire before and after the study and the teachers underwent semi-structured interviews at the end of the intervention. The results indicated improvements for the experimental group in personal and social responsibility, the psychological mediator index, the self-determination index, prosocial behaviours and teacher climate, as well as a reduction in amotivation and antisocial behaviours. The results were similar for primary and secondary school. The interviews yielded positive opinions and showed suitability of the method to be applied in the rest of subjects. It is concluded that TPSR can be an appropriate methodology to be implemented in the different curriculum subjects to improve basic psychological need satisfaction, motivation, prosocial behaviours and classroom climate. Full article