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
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  • 1 University of Murcia
DOI:
https://doi.org/10.1123/jtpe.2019-0126
Keywords:
exercise; learning; pedagogy; school violence; sports; TARE
In Print:
Volume 40: Issue 2
Pages:
238–244
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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

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