Implementation of the Teaching Personal and Social Responsibility Model to Reduce Violent and Disruptive Behaviors in Adolescents Through Physical Activity: A Quantitative Approach

in Journal of Teaching in Physical Education
Bernardino J. Sánchez-Alcaraz*,1, Alberto Gómez-Mármol*,1, Alfonso Valero-Valenzuela*,1, and Javier Courel-Ibáñez*,1
View More View Less
  • 1 University of Murcia
DOI:
https://doi.org/10.1123/jtpe.2019-0126
Keywords:
exercise; learning; pedagogy; school violence; sports; TARE
First Published Online:
23 Jul 2020
In Print:
Volume 40: Issue 2
Page Range:
238–244
Restricted access

Purpose: To investigate how a physical activity education program based on the teaching personal and social responsibility (TPSR) model affected disruptive behaviors in teenagers. Method: A total of 338 students (13–15 years old) from the 672 recruited completed a 4-month TPSR-model-based program during their physical education lessons. Disruptive behavior was recorded through systematic observation. Results: The students from the TPSR-model-based group reduced their violent behaviors (physical aggressions, verbal aggressions, interrupting, and total behaviors) after the intervention, whereas the control group remained the same. Conclusions: The TPSR school-based intervention was efficient in improving coexistence in terms of decreasing violent behaviors (physical and verbal aggressions) and undisciplined behaviors (continual interruptions of lessons) in students. The novel approach used to objectively assess emerging behaviors enriched the quality and validity of the quantitative data. Future research should address the use of objective assessment when conducting TPSR-model-based programs.

Sánchez-Alcaraz, Valero-Valenzuela, and Courel-Ibáñez are with the Faculty of Sport Sciences, University of Murcia, Murcia, Spain. Gómez-Mármol is with the Faculty of Education, University of Murcia, Murcia, Spain.

Sánchez-Alcaraz (bjavier.sanchez@um.es) is corresponding author.

Journal of Teaching in Physical Education

Cover Journal of Teaching in Physical Education

  • Anguera, M.T., Camerino, O., & Castañer, M. (2012). Mixed methods procedures and designs for research on sport, physical education and dance. In O. Camerino, M. Castañer, & M.T. Anguera (Eds.), Mixed methods research in the movement sciences: Case studies in sport, physical education and dance (pp. 3–27). Abingdon, UK: Routledge.

    • Search Google Scholar
    • Export Citation

  • Anguera, M.T., Camerino, O., Castañer, M., Sánchez-Algarra, P., & Onwuegbuzie, A.J. (2017). The specificity of observational studies in physical activity and sports sciences: Moving forward in mixed methods research and proposals for achieving quantitative and qualitative symmetry. Frontiers in Psychology, 8, 2196. PubMed ID: 29312061 doi:10.3389/fpsyg.2017.02196

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Balderson, D., & Sharpe, T. (2005). The effects of personal accountability and personal responsibility instruction on select off-task and positive social behaviors. Journal of Teaching in Physical Education 24(1), 66–87. doi:10.1123/jtpe.24.1.66

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Bardi, A., Lee, J.A., Hofmann-Towfigh, N., & Soutar, G. (2009). The structure of intraindividual value change. Journal of Personality and Social Psychology, 97(5), 913–929. PubMed ID: 19857010 doi:10.1037/a0016617

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Barkley, E. (2010). Student engagement techniques: A handbook for college faculty. San Francisco, CA: John Wiley & Sons, Inc.

  • Barnes, T.N., Smith, S.W., & Miller, M.D. (2014). School-based cognitive-behavioral interventions in the treatment of aggression in the United States: A meta-analysis. Aggression and Violent Behavior, 19(4), 311–321. doi:10.1016/j.avb.2014.04.013

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Belando, N., Ferriz-Morell, R., & Moreno-Murcia, J.A. (2012). Personal and social improvement through the promotion of responsibility for physical and sporting activity. RICYDE: Revista Internacional de Ciencias del Deporte, 8(29), 202–222.

    • Search Google Scholar
    • Export Citation

  • Blatchford, P. (2005). A multimethod approach to the study of school class size differences. International Journal of Social Research Methodology, 8(3), 195–205. doi:10.1080/13645570500154675

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Cecchini, J.A., González, C., Alonso, C., Barreal, J.M., Fernández, C., García, M., … Nuño, P. (2009). The after effects of the Delfos program on the levels of aggressiveness in sport and other contexts of daily life. Apunts, Educación Física y Deportes, 96, 34–41. PubMed ID: 31594957

    • Search Google Scholar
    • Export Citation

  • Cecchini, J.A., Montero, J., & Peña, J.V. (2003). Repercusiones del programa de intervención para desarrollar la responsabilidad personal y social de Hellison sobre los comportamientos de fair-play y el auto-control [Consequences of the intervention programme for developing Hellison’s personal and social responsibility on fair-play and self-control behaviours]. Psicothema, 15(4), 631–637.

    • Search Google Scholar
    • Export Citation

  • Chaplain, R. (2016). Teaching without disruption in the primary school: A practical approach to managing pupil behaviour. London, UK: Routledge.

  • Courel-Ibáñez, J., Sánchez-Alcaraz, B.J., Gómez-Mármol, A., Valero-Valenzuela, A., & Moreno-Murcia, J.A. (2019). The moderating role of sportsmanship and violent attitudes on social and personal responsibility in adolescents. A clustering-classification approach. PLoS One, 14(2), e0211933. doi:10.1371/journal.pone.0211933

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Escartí, A., Gutiérrez, M., Pascual, C., & Marín, D. (2010). Application of Hellison’s teaching personal and social responsibility model in physical education to improve self-efficacy for adolescents at risk of dropping-out of school. The Spanish Journal of Psychology, 13(2), 667–676. doi:10.1017/S113874160000233X

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Escartí, A., Gutiérrez, M., Pascual, C., Marín, D., Martínez, C., & Chacón, Y. (2006). Teaching personal and social responsibility to a group of at-risk adolescents: An observational study. Revista de Educación, 341(3), 373–396.

    • Search Google Scholar
    • Export Citation

  • Escartí, A., Wright, P.M., Pascual, C., & Gutiérrez, M. (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, 3(2), 55–63. doi:10.13189/ujp.2015.030205

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Fritz, C.O., Morris, P.E., & Richler, J.J. (2012). Effect size estimates: Current use, calculations, and interpretation. Journal of Experimental Psychology: General, 141(1), 2–18. doi:10.1037/a0024338

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Gabín, B., Camerino, O., Anguera, M.T., & Castañer, M. (2012). Lince: Multiplatform sport analysis software. Procedia-Social and Behavioral Sciences, 46, 4692–4694. doi:10.1016/j.sbspro.2012.06.320

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Gordon, B., & Doyle, S. (2015). Teaching personal and social responsibility and transfer of learning: Opportunities and challenges for teachers and coaches. Journal of Teaching in Physical Education, 34(1), 152–161. doi:10.1123/jtpe.2013-0184

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Goudas, M., & Giannoudis, G. (2010). A qualitative evaluation of a life-skills program in a physical education context. Hellenic Journal of Psychology, 7(3), 315–334.

    • Search Google Scholar
    • Export Citation

  • Hellison, D. (2011). Teaching responsibility through physical activity (3rd ed.). Champaign, IL: Human Kinetics.

  • Hemphill, M.A., Templin, T.J., & Wright, P.M. (2015). Implementation and outcomes of a responsibility-based continuing professional development protocol in physical education. Sport, Education and Society, 20(3), 398–419. doi:10.1080/13573322.2012.761966

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Hortigüela, D., Fernández-Río, J., González, G., & Pérez, A. (2019). Comparing effects of a TPSR training program on prospective physical education teachers’ social goals, discipline and autonomy strategies in Spain, Chile and Costa Rica. Physical Education and Sport Pedagogy, 24(3), 220–232. doi:10.1080/17408989.2018.1561837

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Jacobs, J., & Wright, P. (2018). Transfer of life skills in sport-based youth development programs: A conceptual framework bridging learning to application. Quest, 70(1), 81–99. doi:10.1080/00336297.2017.1348304

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Jung, J., & Wright, P. (2012) Application of Hellison’s responsibility model in South Korea: A multiple case study of “at-risk” middle school students in physical education. Ágora Para la Educación Física y el Deporte, 14(2), 140–160.

    • Search Google Scholar
    • Export Citation

  • Kirk, D. (2010). Physical education futures. England, UK: Routledge.

  • Kuhn, T.M., Ebert, J.S., Gracey, K.A., Chapman, G.L., & Epstein, R.A. (2015). Evidence-based interventions for adolescents with disruptive behaviors in school-based settings. Child and Adolescent Psychiatric Clinics of North America, 24(2), 305–317. PubMed ID: 25773326 doi:10.1016/j.chc.2014.11.005

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Li, W., Wright, P., Rukavina, P.B., & Pickering, M. (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, 27, 167–178. doi:10.1123/jtpe.27.2.167

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Llopis-Gogi, R., Escartí, A., Pascual, C., Gutiérrez, M., & Marín, D. (2011). Strengths, difficulties and improbable aspects in the application of a personal and social responsibility programme in physical education: An evaluation base on the implementers’ perceptions. Cultura y Educación, 23(3), 445–461. doi:10.1174/113564011797330324

    • Search Google Scholar
    • Export Citation

  • López-Jiménez, J., Valero-Valenzuela, A., Anguera, M.T., & Díaz, A. (2016). Disruptive behavior among elementary students in physical education. SpringerPlus, 5(1), Article 1154. doi:10.1186/s40064-016-2764-6

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Mathers, C., Fat, D.M., & Boerma, J.T. (2008). The global burden of disease: 2004 update. Geneva, Switzerland: World Health Organization.

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Metzler, M. (2017). Instructional models for physical education (3rd ed.). Scottsdale, AZ: Holocomb Hathaway.

  • Oslin, J., Collier, C., & Mitchell, S. (2001). Living the curriculum. Journal of Physical Education, Recreation & Dance, 72(5), 47–51. doi:10.1080/07303084.2001.10605753

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Pan, Y.H., Huang, C.H., Lee, I.S., & Hsu, W.T. (2019). Comparison of learning effects of merging TPSR respectively with sport education and traditional teaching model in high school physical education classes. Sustainability, 11(7), 2057. doi:10.3390/su11072057

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Pascual, C., Escartí, A., Llopis, R., Gutiérrez, M., Marín, D., & Wright, P.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, 82(3), 499–511. PubMed ID: 21957709 doi:10.1080/02701367.2011.10599783

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Patton, G.C., Viner, R.M., Linh, L.C., Ameratunga, S., Fatusi, A.O., Ferguson, B.J., & Patel, V. (2010). Mapping a global agenda for adolescent health. Journal of Adolescent Health, 47(5), 427–432. PubMed ID: 20970076 doi:10.1016/j.jadohealth.2010.08.019

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Paz, I.M., Teixeira, A.S., Pratesi, R., & Gandolfi, L. (2015). Prevalence of various forms of violence among school students. Acta Paulista de Enfermagem, 28(1), 54–59. doi:10.1590/1982-0194201500010

    • Search Google Scholar
    • Export Citation

  • Pozo, P., Grao-Cruces, A., & Pérez-Ordás, R. (2018). Teaching personal and social responsibility model-based programmes in physical education: A systematic review. European Physical Education Review, 24(1), 56–75. doi:10.1177/1356336X16664749

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Sánchez-Alcaraz, B.J., Cañadas, M., Valero-Valenzuela, A., Gómez, A., & Funes, A. (2019). Results, difficulties and improvements in the model of personal and social responsibility. Apunts. Educación Física y Deportes, 136(2), 62–82. PubMed ID: 31594957 doi:10.5672/apunts.2014-0983.es.(2019/2).136.05

    • Search Google Scholar
    • Export Citation

  • Sánchez-Alcaraz, B.J., Gómez-Mármol, A., Valero-Valenzuela, A., De la Cruz, E., & Díaz, A. (2014). The development of a sport-based personal and social responsibility intervention on daily violence in schools. American Journal of Sports Science and Medicine, 2(6), 13–17. doi:10.12691/ajssm-2-6A-4

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Sánchez-Alcaraz, B.J., Gómez-Mármol, A., Valero-Valenzuela, A., De la Cruz, E., & Díaz, A. (2016). Personal and social responsibility model through sport as methodological proposal for adolescents education in values [El Modelo de Responsabilidad Personal y Social a través del deporte como propuesta metodológica para la educación en valores en adolescents]. Espiral. Cuadernos del profesorado, 9(18), 16–26. doi:10.25115/ecp.v9i18.997

    • Search Google Scholar
    • Export Citation

  • Sánchez-Alcaraz, B.J., Gómez-Mármol, A., Valero-Valenzuela, A., De la Cruz, E., & Esteban, R. (2012). Model of personal and social responsibility in the quality of students’ life [nfluencia del modelo de responsabilidad personal y social en la calidad de vida de los escolares]. Cuadernos de Psicología del Deporte, 12(2), 13–18.

    • Search Google Scholar
    • Export Citation

  • Sánchez-Alcaraz, B.J., Gómez-Mármol, A., Valero-Valenzuela, A., Esteban, R., & González-Villora, R. (2018). Design and validation of an observational instrument of student misconducts in physical education [Diseño y validación de un instrumento de observación de las conductas que alteran la convivencia en educación física]. Estudios sobre Educación, 35, 453–472. doi:10.15581/004.35.453-472

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Ward, S., Parker, M., Henschel-Pellett, H., & Pérez, F. (2012). Forecasting the storm: Students perspectives throughout a Teaching Personal and Social Responsibility (TPSR)-based positive youth development program. Ágora para la Educación Física y el Deporte, 14(2), 230–247.

    • Search Google Scholar
    • Export Citation

  • Wilson, S.J., & Lipsey, M.W. (2007). School-based interventions for aggressive and disruptive behavior: Update of a meta-analysis. American Journal of Preventive Medicine, 33(Suppl. 2), S130–S143. PubMed ID: 17675014 doi:10.1016/j.amepre.2007.04.011

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Wright, P.M., & Burton, S. (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, 27(2), 138–154. doi:10.1123/jtpe.27.2.138

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Wright, P.M., & Craig, M.W. (2011). Tool for assessing responsibility-based education (TARE): Instrument development and reliability testing. Measurement in Physical Education and Exercise Science, 15(3), 204–219. doi:10.1080/1091367X.2011.590084

    • Crossref
    • Search Google Scholar
    • Export Citation
All Time Past Year Past 30 Days
Abstract Views 1103 691 79
Full Text Views 62 25 6
PDF Downloads 60 35 10