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  • Author: Javier Fernandez-Río x
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Javier Fernandez-Rio and Jose Ignacio Menendez-Santurio

Purpose:

The purpose of this study was to assess students and teachers’ perceptions concerning their participation in an educational kickboxing learning unit based on a hybridization of two pedagogical models: Sport Education and Teaching for Personal and Social Responsibility.

Method:

Seventy-one students and three physical education teachers agreed to participate. Several instruments were used to collect data: (a) an open-ended question, (b) Photovoice, (c) teacher and external observers’ diaries, and (d) semistructured interviews. MAXQDA 11 software was used to assist with data management, with all participants’ answers being analyzed via thematic content analysis.

Results:

Analysis of the data produced 11 themes, three considered strong: responsibility, learning and roles, five considered moderate: enjoyment, teaching, competition, cooperation and novelty, and three considered weak: friendship, affiliation and transfer.

Conclusion:

These findings indicated that the hybridization of the two pedagogical models seems to help increase both social and personal responsibility and to provide students with meaningful sporting experiences.

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Juan Andrés Merino-Barrero, Alfonso Valero-Valenzuela, Noelia Belando Pedreño and Javier Fernandez-Río

Purpose: To assess the impact of a sustained Teaching for Personal and Social Responsibility program in Physical Education. Method: There were 72 primary and secondary education students (11–13 years), enrolled in two different schools, and their four teachers were randomly distributed into an experimental group (n = 35) and a nonequivalent group (n = 37) by their schools’ administration. A pre-/posttest, repeated-measures nonequivalent group design was used. The two teachers of the experimental group implemented a Teaching for Personal and Social Responsibility program, whereas the two teachers of the nonequivalent group used Direct Instruction in their classes over four consecutive learning units (29 sessions, 5 months). Results: Students in the experimental group significantly increased their personal and social responsibility (p < .01), self-determined motivation (p < .01), basic psychological needs satisfaction (competence, autonomy, and relatedness; p < .01), sportsmanship (p < .05), and intention to be physically active outside school (p < .05). Conclusion: The Teaching for Personal and Social Responsibility program was more able to increase students’ self-determined motivation and to generate positive psychosocial consequences than the Direct Instruction approach.