Assessing the Implementation Fidelity of a School-Based Teaching Personal and Social Responsibility Program in Physical Education and Other Subject Areas

in Journal of Teaching in Physical Education
Restricted access

Purchase article

USD $24.95

Student 1 year subscription

USD $63.00

1 year subscription

USD $84.00

Student 2 year subscription

USD $119.00

2 year subscription

USD $156.00

Purpose: The Teaching Personal and Social Responsibility (TPSR) model was developed to foster responsibility and teach life skills that transfer to various settings. The purpose of this study was to assess the implementation fidelity of a school-based TPSR program in physical education and other subject areas. Method: Systematic observation was used to assess implementation in two elementary schools. Participants were seven teachers and 170 students between 8 and 12 years old (87 girls and 83 boys). Results: Teachers’ adherence to the model was deemed moderate, with varied application of established responsibility-based teaching strategies. Teachers had notably lower scores related to promoting life skill transfer. However, the strategies teachers used to foster responsibility were significantly correlated with their students’ demonstration of responsible behaviors. Discussion/Conclusion: Results indicate TPSR may provide an effective framework for promoting responsibility across the school curriculum. Implications for research and strategies for promoting implementation fidelity are discussed.

Escartí is with Psicología Social, Universidad de Valencia, Valencia, Spain. Llopis-Goig is with Department of Sociology and Social Anthropology, Universidad de Valencia, Valencia, Spain. Wright is with Department of Kinesiology and Physical Education, Northern Illinois University, Dekalb, IL.

Address author correspondence to Paul M. Wright at pwright@niu.edu.
Journal of Teaching in Physical Education
Article Sections
References
  • BevansK.B.FitzpatrickL.SanchezB.M.RileyA.W. & ForrestC. (2010). Physical education resources, class management, and student physical activity levels: A structure-process-outcome approach to evaluating physical education effectiveness. Journal of School Health 80573580. PubMed doi:10.1111/j.1746-1561.2010.00544.x

    • Crossref
    • Search Google Scholar
    • Export Citation
  • CoulsonC.IrwinC. & WrightP.M. (2012). Applying Hellison’s responsibility model in a youth residential treatment facility: A practical inquiry project. Agora for Physical Education and Sport 143854.

    • Search Google Scholar
    • Export Citation
  • DaneA. & SchneiderB. (1998). Program integrity in primary and early secondary prevention: Are implementation effects out of control? Clinical Psychology Review 182345. PubMed doi:10.1016/S0272-7358(97)00043-3

    • Crossref
    • Search Google Scholar
    • Export Citation
  • DurlakJ.A. & DupreE.P. (2008). Implementation matters: A review of research on the influence of implementation on programs outcomes and the factors affecting implementation. American Journal of Community Psychology 41327350. PubMed doi:10.1007/s10464-008-9165-0

    • Crossref
    • Search Google Scholar
    • Export Citation
  • DusenburyL.BranniganR.FalcoM. & HansenW. (2003). A review of research on fidelity of implementation: Implications for drug abuse prevention in school settings. Health Education Research 18237256. PubMed doi:10.1093/her/18.2.237

    • Crossref
    • Search Google Scholar
    • Export Citation
  • EscartíA.GutiérrezM.PascualC. & MarínD. (2010). Application of Hellison’s teaching personal and social responsibility model. The Spanish Journal of Psychology 13667676. PubMed doi:10.1017/S113874160000233X

    • Crossref
    • Search Google Scholar
    • Export Citation
  • EscartíA.GutiérrezM.PascualC. & WrightP. (2013). Observación de las estrategias que emplean los profesores de educación física para enseñar responsabilidad personal y social [Observation of the strategies that physical education teachers use to teach personal and social responsibility]. Revista de Psicología del Deporte 22159166.

    • Search Google Scholar
    • Export Citation
  • EscartíA.PascualC. & GutierrezM. (2005). Responsibilidad personal y social a traves de la educacion fisica y el deporte. Barcelona, Catalonia: GRAO.

    • Search Google Scholar
    • Export Citation
  • EscartíA.PascualC.GutierrezM.MarinD.MartinezM. & TarinS. (2012). Applying the teaching personal and social responsibility model (TPSR) in Spanish schools context: Lessons learned. Agora for Physical Education and Sport 14178196.

    • Search Google Scholar
    • Export Citation
  • EscartíA.WrightP.M.PascualC. & GutiérrezM. (2015). Tool for assessing responsibility-based education (TARE) 2.0: Instrument revisions, inter-rater reliability, and correlations between observed teaching strategies and student behaviors. Universal Journal of Psychology 35563. doi:10.13189/ujp.2015.030205

    • Crossref
    • Search Google Scholar
    • Export Citation
  • FawL.HogueA. & LiddleH. (2005). Multidimensional implementation evaluation of a residential treatment program for adolescent substance use. American Journal of Evaluation 267794. doi:10.1177/1098214004273183

    • Crossref
    • Search Google Scholar
    • Export Citation
  • GordonB.JacobsJ. & WrightP.M. (2016). Social and emotional learning through a teaching personal and social responsibility based after-school program designed for disengaged middle-school boys. Journal of Teaching in Physical Education 35358369. doi:10.1123/jtpe.2016-0106

    • Crossref
    • Search Google Scholar
    • Export Citation
  • GraczvkP.A. & WeissbergR.P. (2003). Implementation, sustainability, and scaling up of social-emotional and academic innovations in public schools. School Psychology Review 32303319.

    • Search Google Scholar
    • Export Citation
  • GrolR.DalhuijsenJ.ThomasS.VeldC.RuttenG. & MokkinkH. (1998). Attributes of clinical guidelines that influence use of guidelines in general practice: Observational study. British Medical Journal 317858861. PubMed doi:10.1136/bmj.317.7162.858

    • Crossref
    • Search Google Scholar
    • Export Citation
  • GutiérrezM.EscartíE. & PascualC. (2011). Relaciones entre empatía, conducta prosocial, agresividad, autoeficacia y responsabilidad personal y social de los escolares [Relationships among empathy, prosocial behaviour, aggressiveness, self-efficacy and pupils’ personal and social responsibility]. Psicothema 231319.

    • Search Google Scholar
    • Export Citation
  • HellisonD. (2011). Teaching responsibility through physical activity (3rd ed.). Champaign, IL: Human Kinetics.

  • HellisonD. & WalshD. (2002). Responsibility-based youth programs evaluation: Investigating the investigations. Quest 54292307. doi:10.1080/00336297.2002.10491780

    • Crossref
    • Search Google Scholar
    • Export Citation
  • HemphillM.A.TemplinT.J. & WrightP.M. (2013). Implementation and outcomes of a responsibility-based continuing professional development protocol in physical education. Sport Education and Society 20398419. doi:10.1080/13573322.2012.761966

    • Crossref
    • Search Google Scholar
    • Export Citation
  • HuhJ.DelormeD.E. & ReidL.N. (2006). Perceived third-person effects and consumer attitudes on preventing and banning DTC advertising. Journal of Consumer Affairs 4090116. doi:10.1111/j.1745-6606.2006.00047.x

    • Crossref
    • Search Google Scholar
    • Export Citation
  • JacobsJ.M. & WrightP.M. (2014). Social and emotional learning policies and physical education. Strategies 274244. doi:10.1080/08924562.2014.960292

    • Crossref
    • Search Google Scholar
    • Export Citation
  • KirkD. (2013). Educational value and models-based practice in physical education. Educational Philosophy and Theory 45973986. doi:10.1080/00131857.2013.785352

    • Crossref
    • Search Google Scholar
    • Export Citation
  • LavayB.W.FrenchR. & HendersonH.L. (2016). Positive behavior management in physical activity settings (3rd ed.). Champaign, IL: Human Kinetics.

    • Search Google Scholar
    • Export Citation
  • LernerR. (2004). Programs promoting positive youth development and civil society: Liberty thriving and civic engagement among America’s youth. Thousand Oaks, CA: Sage.

    • Search Google Scholar
    • Export Citation
  • LiW.WrightP.M.RukavinaP.B. & PickeringM. (2008). Measuring students’ perceptions of personal and social responsibility and the relationship to intrinsic motivation in urban physical education. Journal of Teaching in Physical Education 27167178. doi:10.1123/jtpe.27.2.167

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Llopis-GoigR.EscartíA.PascualC.GutiérrezM. & MarínD. (2011). Fortalezas, dificultades y aspectos susceptibles de mejora en la aplicación de un programa de responsabilidad personal y social en educación física: Una evaluación a partir de las percepciones de sus implementadores [Strengths, difficulties and improvable aspects in the application of a personal and social responsibility programme in physical education: An evaluation based on the implementers’ perceptions]. Cultura y Educación 23445461. doi:10.1174/113564011797330324

    • Search Google Scholar
    • Export Citation
  • LoewenthalK.M. (1996). An introduction to psychological tests and scales. London, UK: UCL Press.

  • MetzlerM.M. (2011). Instructional models for physical education (3rd ed.). Scottsdale, AZ: Holcomb Hathaway.

  • MihalicS. (2004). The importance of implementation fidelity. Emotional & Behavioral Disorders in Youth 48386 and 99–105.

  • Ministry of Education Culture & Sport. (2017). General information about primary education: Objectives. http://www.educacion.es/educacion-mecd/areas-educacion/estudiantes/educacion-primaria/informacion-general/objetivos.html. Accessed February 3 2017.

    • Search Google Scholar
    • Export Citation
  • NunnallyJ.C. (1967). Psychometric theory. New York, NY: McGraw Hill.

  • NunnallyJ.C. (1978). Psychometric theory (2nd ed.). New York, NY: McGraw Hill.

  • ParkerM. & StiehlJ. (2010). Personal and social responsibility. In J. Lund & D. Tannehill (Eds.) Standards-based physical education curriculum development (pp. 163191). Sudbury, MA: Jones and Bartlett Publishers.

    • Search Google Scholar
    • Export Citation
  • PascualC.EscartíA.LlopisR.GutiérrezM.MarínD. & WrightP.M. (2011). Implementation fidelity of a program designed to promote personal and social responsibility through physical education: A comparative case study. Research Quarterly for Exercise and Sport 82499511. PubMed doi:10.1080/02701367.2011.10599783

    • Crossref
    • Search Google Scholar
    • Export Citation
  • PozoP.Grao-CrucesA. & Perez-OrdasR. (2016). Teaching personal and social responsibility model-based programmes in physical education: A systematic review. European Physical Education Review 22120. doi:10.1177/1356336X16664749

    • Search Google Scholar
    • Export Citation
  • RichardsK.A.R. & GordonB. (2016). Socialisation and learning to teach using the teaching personal and social responsibility approach. Asia-Pacific Journal of Health Sport and Physical Education 81938. doi:10.1080/18377122.2016.1272424

    • Crossref
    • Search Google Scholar
    • Export Citation
  • RothJ.L. & Brooks-GunnJ. (2003). Youth development programs: Risk, prevention and policy. Journal of Adolescent Health 32170182. PubMed doi:10.1016/S1054-139X(02)00421-4

    • Crossref
    • Search Google Scholar
    • Export Citation
  • SeligmanM.E.P.ErnstR.M.GillmanJ.ReivichK. & LinkinsM. (2009). Positive education: Positive psychology and classroom interventions. Oxford Review of Education 35293311. doi:10.1080/03054980902934563

    • Crossref
    • Search Google Scholar
    • Export Citation
  • WalshD.S.OzaetaJ. & WrightP.M. (2010). Transference of responsibility model goals to the school environment: Exploring the impact of a coaching club program. Physical Education and Sport Pedagogy 151528. doi:10.1080/17408980802401252

    • Crossref
    • Search Google Scholar
    • Export Citation
  • WrightP.M. (2009). Research on the teaching personal and social responsibility model: Is it really in the margins? In L. HousnerM. MetzlerP. Schempp & T. Templin (Eds.) Historic traditions and future directions of research on teaching and teacher education in physical education (pp. 289296). Morgantown, WV: Fitness Information Technology.

    • Search Google Scholar
    • Export Citation
  • WrightP.M. & BurtonS. (2008). Implementation and outcomes of a responsibility-based physical activity program integrated into an intact high school physical education class. Journal of Teaching in Physical Education 27138154. doi:10.1123/jtpe.27.2.138

    • Crossref
    • Search Google Scholar
    • Export Citation
  • WrightP.M. & CraigM.W. (2011). Tool for assessing responsibility-based education (TARE): Instrument development, content validity, and inter-rater reliability. Measurement in Physical Education and Exercise Science 15204219. doi:10.1080/1091367X.2011.590084

    • Crossref
    • Search Google Scholar
    • Export Citation
  • WrightP.M.LiW.DingS. & PickeringM. (2010). Integrating a personal and social responsibility program into a wellness course for urban high school students: Assessing implementation and educational outcomes. Sport Education and Society 15277298. doi:10.1080/13573322.2010.493309

    • Crossref
    • Search Google Scholar
    • Export Citation
Article Metrics
All Time Past Year Past 30 Days
Abstract Views 97 97 21
Full Text Views 24 24 4
PDF Downloads 14 14 2
Altmetric Badge
PubMed
Google Scholar
Cited By