A Resource for Promoting Personal and Social Responsibility in Higher Education: A Call to Action for Kinesiology Departments

in Kinesiology Review

Click name to view affiliation

Karisa L. Kuipers Department of Kinesiology and Physical Education, Northern Illinois University, DeKalb, IL, USA

Search for other papers by Karisa L. Kuipers in
Current site
Google Scholar
PubMed Close
https://orcid.org/0000-0003-2296-8138 *
,
Jennifer M. Jacobs Department of Kinesiology and Physical Education, Northern Illinois University, DeKalb, IL, USA

Search for other papers by Jennifer M. Jacobs in
Current site
Google Scholar
PubMed Close
https://orcid.org/0000-0003-3509-3051
,
Paul M. Wright Department of Kinesiology and Physical Education, Northern Illinois University, DeKalb, IL, USA

Search for other papers by Paul M. Wright in
Current site
Google Scholar
PubMed Close
https://orcid.org/0000-0002-2818-3094
, and
Kevin Andrew Richards Department of Kinesiology and Community Health, University of Illinois at Urbana-Champaign, Urbana, IL, USA

Search for other papers by Kevin Andrew Richards in
Current site
Google Scholar
PubMed Close
https://orcid.org/0000-0003-3045-6001
DOI:
https://doi.org/10.1123/kr.2023-0005
Keywords:
postsecondary education; pedagogy; teaching personal and social responsibility model
First Published Online:
21 Aug 2023
In Print:
Ahead of Print
Page Range:
1–9
Restricted access

In recent decades, emphasis on helping postsecondary students develop personal and social responsibility has increased in higher education. The purpose of this conceptual paper is to propose a kinesiology-based model to assist in defining, implementing, and evaluating personal and social responsibility education with postsecondary students. In the paper, a general overview of the higher education landscape as it relates to personal and social responsibility is presented. Then, the teaching personal and social responsibility model is presented as a model that is already familiar in kinesiology and may assist in defining, implementing, and evaluating structures and strategies for promoting personal and social responsibility in higher education. The alignment of this model and the personal and social responsibility priorities of higher education are analyzed. Recommendations for implementing specific strategies and resources associated with the teaching personal and social responsibility model into higher education are shared, and next steps for integrating these resources are acknowledged.

  • Collapse
  • Expand

Kinesiology Review

Cover Kinesiology Review

  • Association of American Colleges and Universities. (2002). Greater expectations: A new vision for learning as a nation goes to college. https://www.aacu.org/sites/default/files/files/publications/GreaterExpectations.pdf

    • Search Google Scholar
    • Export Citation

  • Association of American Colleges and Universities. (2004). Taking responsibility for the quality of the baccalaureate degree.

  • Association of American Colleges and Universities. (2007). College learning for the new global century: A report from the National Leadership Council for Liberal Education and America’s Promise. http://www.aacu.org/leap/documents/GlobalCentury_final.pdf

    • Search Google Scholar
    • Export Citation

  • Barnhardt, C., Antonaros, M., Holsapple, M. A., Ott, M. C., & Dey, E. L. (2010). The PSRI technical guide. Association of American Colleges and Universities.

    • Search Google Scholar
    • Export Citation

  • Beaudoin, S., Fortin-Suzuki, S., & Bilodeau, J. (February 9–13, 2014). Implementing the Teaching Personal and Social Responsibility (TPSR) model with undergraduate student-athletes: The case of seven lecturers [Conference session]. The AIESEP World Conference, Auckland, New Zealand.

    • Search Google Scholar
    • Export Citation

  • Buckle, M.E., & Walsh, D.S. (2013). Teaching responsibility to gang-affiliated youths. Journal of Physical Education, Recreation & Dance, 84(2), 53–58. https://doi.org/10.1080/07303084.2013.757193

    • Search Google Scholar
    • Export Citation

  • Checkoway, B. (2000). Public service: Our new mission. Academe, 86(4), 24–28. https://doi.org/10.2307/40251893

  • Chickering, A.W. (1979). Adult development: Implications for teaching and learning. Community Services Catalyst, 9(2), 4–10.

  • Chickering, A.W., & Reisser, L. (1993). Education and identity. The Jossey-Bass Higher and Adult Education Series. Jossey-Bass Inc., Publishers.

    • Search Google Scholar
    • Export Citation

  • Clayton-Pedersen, A.R., & Finley, A. (2010). What’s next? Identifying when high-impact practices are done well. In L.E. Swaner & J.E. Brownell (Eds.), Five high-impact practices: Research on learning outcomes, completion, and quality (pp. 53–57). American Association of Colleges and Universities.

    • Search Google Scholar
    • Export Citation

  • Colby, A., Beaumont, E., Ehrlich, T., & Stephens, J. (2003). Educating citizens: Preparing America’s undergraduates for lives of moral and civic responsibility (Vol. 6). John Wiley & Sons.

    • Search Google Scholar
    • Export Citation

  • Erickson, E. (1959). Identity and the life cycle. Psychological Issues, 1 (1, whole monograph 1). International Universities Press.

  • Escartí, A., Gutiérrez, M., Pascual, C., & Wright, P. (2013). Observación de las estrategias que emplean los profesores de educación física para enseñar responsabilidad personal y social. Revista de Psicología del Deporte, 22(1), 159–166.

    • Search Google Scholar
    • Export Citation

  • Escartí, A., Llopis-Roig, R., & Wright, P.M. (2018). Assessing the implementation fidelity of a school-based teaching personal and social responsibility program in physical education and other subject areas. Journal of Teaching in Physical Education, 37(1), 12–23. https://doi.org/10.1123/jtpe.2016-0200

    • 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. https://doi.org/10.13189/ujp.2015.030205

    • Search Google Scholar
    • Export Citation

  • Evans, N.J. (1995). Theories of student development. In S.R. Komives & D.B. Woodard (Eds.), A handbook for the profession (3rd ed. pp. 164–186). Jossey-Bass.

    • Search Google Scholar
    • Export Citation

  • Fernhall, B. (2022). The more things change the more they stay the same—Or maybe not? National Academy of Kinesiology, 44(2), 1–3.

  • Fuerniss, K., & Jacobs, J.M. (2020). We are strong: Strategies for fostering body empowerment in a boxing program for middle school girls. Journal of Sport Psychology in Action, 11(1), 45–56. https://doi.org/10.1080/21520704.2019.1693456

    • Search Google Scholar
    • Export Citation

  • Gill, D.L. (2021). Kinesiology: Moving toward social justice? Kinesiology Review, 11(1), 88–94. https://doi.org/10.1123/kr.2021-0055

  • Gordon, B., & Beaudoin, S. (2020). Expanding the boundaries of TPSR and empowering others to make their own contributions. Journal of Teaching in Physical Education, 39(3), 337–346. https://doi.org/10.1123/jtpe.2019-0228

    • Search Google Scholar
    • Export Citation

  • Hellison, D. (2011). Teaching personal and social responsibility through physical activity. Human Kinetics.

  • Hellison, D., & Martinek, T. (2006). Social and individual responsibility programs. In D. Kirk, D. Macdonald, & M. O’Sullivan (Eds.), The handbook of physical education (pp. 610–626). Sage.

    • Search Google Scholar
    • Export Citation

  • Hellison, D., & Walsh, D. (2002). Responsibility-based youth programs evaluation: Investigating the investigations. Quest, 54(4), 292–307. https://doi.org/10.1080/00336297.2002.10491780

    • Search Google Scholar
    • Export Citation

  • Hellison, D.R. (1973). Humanistic physical education. Prentice-Hall.

  • Hellison, D.R. (1995). Teaching responsibility through physical activity. 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. https://doi.org/10.1080/13573322.2012.761966

    • Search Google Scholar
    • Export Citation

  • Hersh, R.H., & Schneider, C.G. (2005). Fostering personal & social responsibility on college and university campuses. Liberal Education, 91(3), 6–13.

    • Search Google Scholar
    • Export Citation

  • Hodge, S.R. (2022). An invitation to justice, equity, diversity, and inclusive excellence. National Academy of Kinesiology, 44(2), 7–8.

    • Search Google Scholar
    • Export Citation

  • Jacobs, J.M., Kuipers, K.L., Richards, K.A.R., & Wright, P.M. (2020). Experiential learning of university students delivering a coaching workshop in Belize. Sport Management Education Journal, 14(2), 107–118. https://doi.org/10.1123/jtpe.23.1.71

    • Search Google Scholar
    • Export Citation

  • Jacobs, J.M., & Templin, T. (2020). The man behind the teaching personal and social responsibility model: A life history of Don Hellison. Journal of Teaching in Physical Education, 39(3), 289–299. https://doi.org/10.1123/jtpe.2019-0220

    • Search Google Scholar
    • Export Citation

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

    • Search Google Scholar
    • Export Citation

  • Kell, S., & Forsberg, N. (2014). The role of mentoring in physical education teacher education: A theoretical and practical perspective. Physical & Health Education Journal, 80(2), 6–11.

    • Search Google Scholar
    • Export Citation

  • Kuh, G.D. (2008). Excerpt from high-impact educational practices: What they are, who has access to them, and why they matter. Association of American Colleges and Universities, 14(3), 28–29.

    • Search Google Scholar
    • Export Citation

  • Langdon, J.L., & Wittenberg, M. (2019). Need supportive instructor training: Perspectives from graduate teaching assistants in a college/university physical activity program. Physical Education and Sport Pedagogy, 24(1), 16–30. https://doi.org/10.1080/17408989.2018.1530748

    • Search Google Scholar
    • Export Citation

  • Martinek, T., & Hellison, D. (1997). Service-bonded inquiry: The road less traveled. Journal of Teaching in Physical Education, 17(1), 107–121. https://doi.org/10.1123/jtpe.17.1.107

    • Search Google Scholar
    • Export Citation

  • National Academy of Kinesiology. (2023). What is kinesiology?: The discipline and related professions. https://nationalacademyofkinesiology.org/what-is-kinesiology

    • Search Google Scholar
    • Export Citation

  • National Association for Sport and Physical Education. (2004). Moving into the future: National standards for physical education. (2nd ed.). McGraw Hill.

    • Search Google Scholar
    • Export Citation

  • Noddings, N. (1992). The challenge to care in schools: An alternative approach to education. Teachers College Press.

  • O’Neill, N. (2012). Promising practices for personal and social responsibility: Findings from a National Research Collaborative. AAC&U.

    • Search Google Scholar
    • Export Citation

  • Pavão, I., Santos, F., Wright, P.M., & Gonçalves, F. (2019). Implementing the teaching personal and social responsibility model within preschool education: Strengths, challenges and strategies. Curriculum Studies in Health and Physical Education, 10(1), 51–70. https://doi.org/10.1080/25742981.2018.1552499

    • Search Google Scholar
    • Export Citation

  • Reason, R.D. (2013). Creating and assessing campus climates that support personal and social responsibility. Liberal Education, 99(1), 38–43.

    • Search Google Scholar
    • Export Citation

  • Richards, K.A.R., & Gordon, B. (2017). Socialisation and learning to teach using the teaching personal and social responsibility approach. Asia-Pacific Journal of Health, Sport and Physical Education, 8(1), 19–38. https://doi.org/10.1080/18377122.2016.1272424

    • Search Google Scholar
    • Export Citation

  • Richards, K.A.R., & Shiver, V.N. (2020). “What’s worth doing?”: A qualitative historical analysis of the TPSR model. Journal of Teaching in Physical Education, 39(3), 300–310. https://doi.org/10.1123/jtpe.2019-0215

    • Search Google Scholar
    • Export Citation

  • Rudolph, F. (1962). The American college and university: A history. Vintage Books.

  • SHAPE America. (2013). National standards for K-12 physical education.

  • Solomon, M. (2021). Leveling the playing field: An uphill battle, but a critically important pursuit. National Academy of Kinesiology, 43(2), 1–4.

    • Search Google Scholar
    • Export Citation

  • Swaner, L.E. (2005). Educating for personal and social responsibility: A review of the literature. Liberal Education, 91(3), 14–21.

  • Whiteley, J.M., & Yokota, N. (1988). The freshman year experience. Character development in the freshman year and over four years of undergraduate study.

    • Search Google Scholar
    • Export Citation

  • Whitley, M.A. (2012). The Ikhaya sport programs in the Kayamandi township. Agora para la Educación Física y el Deporte, 14, 115–136.

    • Search Google Scholar
    • Export Citation

  • Whitley, M.A., & Walsh, D.S. (2014). A framework for the design and implementation of service-learning courses. Journal of Physical Education, Recreation and Dance, 85(4), 34–39. https://doi.org/10.1080/07303084.2014.884835

    • Search Google Scholar
    • Export Citation

  • Wright, P.M. (2009). Research on the teaching personal and social responsibility model: Is it really in the margins? In L. Housner, M. Metzler, P. Schempp, & T. Templin (Eds.), Historic traditions and future directions of research on teaching and teacher education in physical education (pp. 289–296). Fitness Information Technology.

    • Search Google Scholar
    • Export Citation

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

    • Search Google Scholar
    • Export Citation

  • Wright, P.M., Gordon, B., & Gray, S. (2020). Social and emotional learning in the physical education curriculum. In Oxford research encyclopedia of education (Vol. 14, pp. 115–136).  Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.1061

    • Search Google Scholar
    • Export Citation

  • Wright, P.M., Howell, S., Jacobs, J., & McLoughlin, G. (2020). Implementation and perceived benefits of an after-school soccer program designed to promote social and emotional learning: A multiple case study. Journal of Amateur Sport, 6(1), 125–145. https://doi.org/10.17161/jas.v6i1.8635

    • Search Google Scholar
    • Export Citation

  • Wright, P.M., & Irwin, C. (2018). Using systematic observation to assess teacher effectiveness promoting personally and socially responsible behavior in physical education. Measurement in Physical Education and Exercise Science, 22(3), 250–262. https://doi.org/10.1080/1091367X.2018.1429445

    • Search Google Scholar
    • Export Citation

  • Wright, P.M., Jacobs, J.M., Ressler, J.D., & Jung, J. (2016). Teaching for transformative educational experience in a sport for development program. Sport, Education and Society, 21(4), 531–548. https://doi.org/10.1080/13573322.2016.1142433

    • Search Google Scholar
    • Export Citation

  • Wright, P.M., White, K., & Gaebler-Spira, D. (2004). Exploring the relevance of the personal and social responsibility model in adapted physical activity: A collective case study. Journal of Teaching in Physical Education, 23(1), 71–87. https://doi.org/10.1123/jtpe.23.1.71

    • Search Google Scholar
    • Export Citation
All Time Past Year Past 30 Days
Abstract Views 168 168 28
Full Text Views 1377 1377 494
PDF Downloads 9 9 1