Future Pathways in Implementing the Teaching Personal and Social Responsibility Model in Spain and Portugal (Rutas futuras en la Implementación del modelo de enseñanza de la responsabilidad personal y social en España y Portugal)
DOI:
https://doi.org/10.47197/retos.v38i38.72696Palabras clave:
personal development, curriculum, social skills, values, physical education (desarrollo personal, currículo, habilidades sociales, valores, educación física)Resumen
Abstract. Throughout the last two decades, researchers in Spain and Portugal have utilised the Teaching Personal and Social Responsibility (TPSR) to generate responsibility outcomes in Physical Education (PE) and further understand TPSR application. In order to move the field forward in these contexts, projections as to future of TPSR and guidelines for researchers are needed. The purpose of this article is to provide insights for expanding our knowledge of TPSR in Spain and Portugal. Although research on TPSR has provided useful insights on the processes and outcomes associated with TPSR-based programming, research exploring life skills transfer processes is needed. Further, an understanding of the broader socio-cultural forces that exist in schools and their influence on TPSR could provide valuable insight. Finally, few investigations have included young children. Moving forward, these insights may help expand future research by fostering reflection about TPSR in Spain and Portugal.
Resumen. A lo largo de las dos últimas décadas, los investigadores en España y Portugal han utilizado el Responsabilidad personal y social en la enseñanza (TPSR) para generar resultados de responsabilidad en educación física (PE) y comprender mejor la aplicación del TPSR. Para avanzar el campo en estos contextos, se necesitan proyecciones sobre el futuro del TPSR y las pautas para los investigadores. El propósito de este artículo es proporcionar información para ampliar nuestro conocimiento del TPSR en España y Portugal. Aunque la investigación sobre el TPSR ha proporcionado información útil sobre los procesos y resultados asociados con las intervenciones basadas en TPSR, es necesaria investigación que explore los procesos de transferencia de habilidades para la vida. Además, una comprensión de las fuerzas socioculturales más amplias que existen en las escuelas y su influencia en la programación de TPSR podría proporcionar información valiosa. Finalmente, pocas investigaciones han incluido niños pequeños. En el futuro, estas ideas pueden ayudar a expandir la investigación al fomentar una reflexión sobre TPSR en España y Portugal.
Citas
Alcalá, D., Río, J., Calvo, G., & Pueyo, Á. (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
André, M. H., & Mandigo, J. L. (2013). Analyzing the learning of the taking personal and social responsability model within a new physical education undergraduate degree program in El Salvador. The Physical Educator, 70, 107-134.
Bakken, L., Brown, N., & Downing, B. (2017). Early childhood education: The long-term benefits. Journal of Research in Childhood Education, 31(2), 255–269.
Barker, B., & Forneris, T. (2012). Reflections on the implementation of TPSR programming with at-risk-youth in the city of Ottawa, Canada. Agora para la Educación Física y el Deporte, 14(1), 78-93.
Bean, C., Kramers, S., Forneris, T., & Camiré, M. (2018). The implicit/explicit continuum of life skills development and transfer. Quest, 70(4), 456-470.
Belando, N., Ferriz-Morell, R., & Moreno-Murcia, J. A. (2012). Propuesta de un modelo para la mejora personal y social a través de la promoción de la responsabilidad en la actividad físico-deportiva. Revista internacional de ciencias del deporte, 29(8), 202-222.
Blanco, P. (2015). Diseño, implementación y evaluación de un programa de actividades en la naturaleza para promover la responsabilidad personal y social en alumnos de formación profesional. Cuadernos de Psicología del Deporte, 15(2), 179-194.
Blanco, P. C., Delgado-Noguera, M.-A., & Escartí-Carbonell, A. (2013). Analysis of teaching personal and social responsibility model-based programmes applied in USA and Spain. Journal of Human Sport & Exercise, 8(2), 427-441.
Brustad, R., & Parker, M. (2005). Enhancing positive youth development through sport and physical activity. Psychologica, 39(1), 75-93.
Camerino, O., Valero-Valenzuela, A., Prat, Q., Sánchez, D., & Castañer, M. (2019). Optimizing education: A mixed methods approach oriented to teaching personal and social responsibility. Frontiers in Psychology, 10(1). doi: 10.3389/fpsyg.2019.01439
Cascales, J., & Prieto, M. (2019). Incidencia de la práctica de actividad física y deportiva como reguladora de la violencia escolar. Retos, 35(1), 54-60.
Casey, A., & Dyson, B. (2009). The implementation of models-based practice in physical education through action research. European Physical Education Review, 15(2), 175–199.
Coakley, J. (2016). Positive youth development through sport: Myths, beliefs, and realities. In Holt N. (Ed.), Positive youth development through sport (2nd ed., pp. 21-33). New York, NY: Routledge.
Collaborative for Academic, Social, and Emotional Learning (n.d.) What is SEL? Retrieved from https://casel.org/what-is-sel/
Côrte-Real, A. (2011). Escola, inclusão e responsabilidade pessoal e social... : Que papel para o desporto? (Mestrado em Atividade Física Adaptada), Faculdade de Desporto da Universidade do Porto, Porto.
Correia, S. (2007). O desenvolvimento da responsabilidade pessoal e social, em crianças e jovens em risco de insucesso escolar, através de um programa desportivo: um estudo na escola do Ensino Básico do 2º e 3º Ciclos de Paços de Brandão. (Mestrado em treino de crianças e jovens), Faculdade de Desporto da Universidade do Porto, Porto.
Coulson, C., Irwin, C., & Wright, P. (2012). Applying Hellison’s responsibility model in a youth residential treatment facility: A practical inquiry project. Agora para la Educación Física y el Deporte, 14(1), 38-54.
Damon, W. (2004). What is positive youth development? The Annals of the American Academy, 591(1), 13-24.
Deci, E. L., & Ryan, R. M. (2008). Self-determination theory: A macrotheory of human motivation, development, and health. Canadian Psychology, 49(3), 182-185. doi: 10.1037/a0012801
Duerden, M., & Witt, P. (2012). Assessing program implementation: What it is, why it's important, and how to do It. Journal of Extension, 50(1), 1-8.
Durlak, J., Weissberg, R., Dymnicki, A., Taylor, R., & Schellinger, K. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432.
Ennis, C. D., Solmon, M. A., Satina, B., Loftus, S. J., Mensch, J., & McCauley, M. T. (1999). Creating a sense of family in urban schools using the “Sport for Peace” curriculum. Research Quarterly for Exercise and Sport, 70(3), 273-285.
Escartí, A., Sanmartín, M., Baños, C., Suelves, D., Taboada, C., & Flores, Y. (2006). Enseñando responsabilidad personal y social a un grupo de adolescentes de riesgo: Un estudio «observacional». Revista de Educación, 341, 373-396.
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.
Escartí, A., Pascual, C., Gutiérrez, M., Marín, D., Martínez, M., & Tarín, S. (2012). Applying the Teaching Personal and Social Responsibility Model (TPSR) in Spanish Schools Context: Lesson Learned. Agora para la Educación Física y el Deporte, 14(2), 178-196.
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 [Observation of the strategies that physical education teachers use to teach personal and social responsibility]. Revista de Psicologia del Deporte, 22(1), 159-166.
Escartí, A., Wright, P., 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 behavior. Universal Journal of Psychology, 3(2), 55-63. doi: 10.13189/ujp.2015.030205
Escartí, A., Llopis-Goig, R., & Wright, P. (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.
Esperança, J., Regueiras, L., Brustad, R., & Fonseca, A. (2013). Um olhar sobre o desenvolvimento positivo dos jovens através do desporto. Revista de Psicologia del Deporte, 22(2), 481-487.
Ford, D., & Lerner, R. (1992). Developmental systems theory: An integrative approach. Thousand Oaks, CA: Sage Publications.
Gordon, B. (2009). Merging teaching personal and social responsibility with sport education: A marriage made in heaven or hell? Healthy Lifestyles Journal, 56(3), 13-16.
Gordon, B. (2010). An examination of the responsibility model in a New Zealand secondary school physical education program. Journal of Teaching in Physical Education, 29(1), 21-37.
Gordon, B., Thevenard, L., & Hodis, F. (2012). A national survey of New Zealand secondary schools physical education programs implementarion of the teaching personal and social responsibility (TPSR) model. Agora para la Educación Física y el Deporte, 14(2), 197-212.
Gould, D., & Carson, S. (2008). Life skills development through sport: Current status and future directions. International Review of Sport & Exercise Psychology, 1(1), 21-58.
Hamre, B., & Pianta, R.. (2005). Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? Child Development, 76(5), 949–967.
Hastie, P., Ojeda, D., & Luquin, A. C. (2011). A review of research on Sport Education: 2004 to the present. Physical Education and Sport Pedagogy, 16(2), 103-132.
Hellison, D. (2011). Teaching personal and social responsability through physical activity (3.ª ed.). Champaign, IL: Human Kinetics.
Hellison, D., Martinek, T., & Cutforth, N. (1996). Beyond violence prevention in inner-city physical ativity programs. Journal of Peace Psychology, 2(4), 321-337.
Hemphill, M., 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), 1-22.
Holt, N. (2016). Positive youth development through sport (2a ed.). London, UK: Routledge.
Jacobs, J., & Wright, P. (2017). Transfer of life skills in sport-based youth development programs: A conceptual framework bridging learning to application. Quest, 70(1), 81-99.
Jung, J., & Wright, P. (2012). Application of Helisson’s responsibility model in South Korea: A multiple case study of ‘at-risk’ middle school students in physical education. Agora para la Educación Física y el Deporte, 14(2), 140-160.
Kendellen, K., & Camiré, M. (2019). Going beyond the interview: Methodological considerations for “getting at” life skills transfer using a longitudinal integrated qualitative approach. Qualitative Research in Sport, Exercise and Health, Advance online publication.
Lawson, H.A. (1983a). Toward a model of teacher socialization in physical education: The subjective warrant, recruitment, and teacher ediucation (part 1). Journal of Teaching in Physical Education, 2(3), 3-16.
Lawson, H.A. (1983b). Toward a model of teacher socialization in physical education: Entry into schools, teachers' role orientations, and longevity in teaching (part 2). Journal of Teaching in Physical Education, 3(1), 3-15.
Lerner, R., Almerigi, J., Theokas, C., & Lerner, J. (2005). Positive youth development: A view of the issues. The Journal of Early Adolescence, 25(1), 10-16.
MacDonald, C. (2012). Understanding participatory action research: A qualitative research methodology option. Canadian Journal of Action Research, 13(2), 34-50.
MacDonald, D. J., & McIsaac, T. (2016). Quantitative assessment of positive youth development in sport. In N. Holt (Ed.), Positive youth development through sport (pp. 83-96): Routledge.
Martinek, T., & Hellison, D. (2009). Youth leadership in sport and physical education. New York, NY: Palgrave Macmillan.
Martinek, T., & Hellison, D. (2016). Teaching personal and social responsibility: Past, present and future. Journal of Physical Education, Recreation & Dance, 87(5), 9-13.
Martinek, T., Schilling, T., & Hellison, D. (2006). The development of compassionate and caring leadership among adolescents. Physical Education and Sport Pedagogy, 11(2), 141-157.
Martins, P., Rosado, A., Ferreira, V., & Biscaia, R. (2015). Examining the validity of the personal-social responsibility questionnaire among athletes. Motriz. Revista de Educação Física, 21(3), 321-328.
McLennan, N. & Thompson, J. (2015). Quality physical education (QPE). Guidelines for policy-makers. Paris, France: UNESCO.
Melo, M., Santos, F., Wright, P., Sá, C., Saraiva, L. (in press). Strengthening the connection between differentiated instruction strategies and teaching personal and social responsibility: Challenges, strategies and future pathways. Journal of Physical Education, Recreation & Dance.
Merino-Barrero, J., Pedreño, N., Valenzuela, A., & Fernandez-Rio, J. (2019). Impact of a sustained TPSR program on students’ responsibility, motivation, sportsmanship, and intention to be physically active. Journal of Teaching in Physical Education, Advance online publication.
Molina, F. (2018). Educación física, calidad de vida y la nueva sociología de la infancia: Repensando la metodología mixta en sociología. Retos, 33(1), 69-73.
Neves, R. (2017). Escolas, professores e educação física: Responsabilidades, gestão e profissionalidade no primeiro ciclo do ensino básico. Sociedade Portuguesa de Educação Física, 32(1), 107-119.
Pavão, I., Santos, F., Wright, P., & 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.
Phelps, E., Zimmerman, S., Warren, A., Jelič, H., Eye, A., & Lerner, R. (2009). The structure and developmental course of Positive Youth Development (PYD) in early adolescence: Implications for theory and practice. Journal of Applied Developmental Psychology, 30(5), 571–584.
Pierce, S., Gould, D., & Camiré, M. (2017). Definition and model of life skills transfer. International Review of Sport & Exercise Psychology, 10(1), 186–211.
Pill, S., Penney, D., & Swabey, K. (2012). Rethinking sport teaching in physical education: A case study of research based innovation in teacher education. Australian Journal of Teacher Education, 37(8), 118-138.
Ponsoda, F. (2014). Efectos, en los adolescentes, de un programa de responsabilidad personal y social a través del deporte extraescolar. (Tesis Doctorales), Universidad d'Alacant, Alicante.
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.
Puente-Maxera, F., Mahedero-Navarrete, M., Méndez-Giménez, A., & Ojeda, D. (in press). Educación deportiva, roles y vulnerabilidad: Influencia en la responsabilidad e interculturalidad. Revista Internacional de Medicina y Ciencias de la Actividad Física y el Deporte, Advance online publication.
Regueiras, L. (2006). Desenvolvimento da responsabilidade pessoal e social de jovens em risco, através do desporto: Será possível? (Mestrado em Atividade Física Adaptada), Faculdade de Desporto da Universidade do Porto, Porto.
Richards, A., & Gordon, B. (2016). 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.
Ruiz, L. M., Rodríguez, P., Martinek, T., Schilling, T., Durán, L. J., & Jiménez, P. (2006). El proyecto Esfuerzo: Un modelo para el desarrollo de la responsabilidad personal y social a través del deporte. Revista de Educación, 341, 933-958.
Santos, F., Miguel, J., Wright, P., Saraiva, L., Sá, C. (in press). Exploring the impact of a TPSR program on transference of responsibility goals within a 4 preschool setting: An action research study. Revista Iberoamericana de Psicología del Ejercicio y el Deporte.
Santos, F., Corte-Real, N., Regueiras, L., Wright, P., Dias, C., & Fonseca, A. (2019). Tool for assessing responsibility-based education (TARE) in the Portuguese context: Instrument adaptation and reliability assessment. Ibero-American Journal of Exercise and Sports Psychology, 14(2), 102-107.
Santos, F., Corte-Real, N., Regueiras, L., Dias, C., & Fonseca, A. (2017). A perspetiva do professor de educação física na implementação do modelo de desenvolvimento da responsabilidade pessoal e social. Sociedade Portuguesa de Educação Física, 40(1), 69-76.
Santos, F., Côrte-Real, N., Regueiras, L., Farias, C., Moreno-Murcia, J., & Dias, C. (2015). A aplicação do modelo de desenvolvimento da responsabilidade pessoal e social a crianças em risco de exclusão social: Um estudo de investigação-ação. Revista Portuguesa de Ciências do Desporto, 15(3), 13-28.
Silins, H., Zarins, S., & Mulford, B. (2002). What characteristics and processes define a school as a learning organisation? Is this a useful concept to apply to schools? International Education Journal, 3(1), 24-32.
Theokas, C., Almerigi, J. B., Lerner, R. M., Dowling, E. M., Benson, P. L., Scales, P. C., & Eye, A. v. (2005). Conceptualizing and modeling individual and ecological asset components of thriving in early adolescence. The Journal of Early Adolescence, 25(1), 113-143.
Valero, A., Martínez, S., & Botella, J. (in press). Metodología cooperativa para la mejora de actitudes disruptivas en educación física. Revista Internacional de Medicina y Ciencias de la Actividad Física y el Deporte, Advance online publication.
Vivas, M., Gómez, J., Bartoll, O., & Miravet, L. (2017). Validación de un instrumento de observación para el análisis de habilidades socio-emocionales en Educación Física. Retos, 31(1), 8-13.
Walsh, D., Ozaeta, J., & Wright, P. (2010). Transference of responsibility model goals to the school environment: Exploring the impact of a coaching club program. Physical Education and Sport Pedagogy, 15(1), 15-28.
Whitley, M., Forneris, T., & Barker, B. (2015). The reality of sustaining community-based sport and physical activity programs to enhance the development of underserved youth: Challenges and potential strategies. Quest, 67(4), 409–423.
Wright, P., Dyson, B., & Moten, T. (2012). Exploring the individualized experiences of participants in a responsability-based youth development program. Ágora para la EF y el Deporte, 14(2), 248-263.
Wright, P., Jacobs, J., Ressler, J., & Jung, J. (2016). Teaching for transformative educational experience in a sport for development program. Sport, Education and Society, 21(4), 531–548.
Wright, P., 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.
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Los autores que publican en esta revista están de acuerdo con los siguientes términos:
- Los autores conservan los derechos de autor y garantizan a la revista el derecho de ser la primera publicación de su obra, el cuál estará simultáneamente sujeto a la licencia de reconocimiento de Creative Commons que permite a terceros compartir la obra siempre que se indique su autor y su primera publicación esta revista.
- Los autores pueden establecer por separado acuerdos adicionales para la distribución no exclusiva de la versión de la obra publicada en la revista (por ejemplo, situarlo en un repositorio institucional o publicarlo en un libro), con un reconocimiento de su publicación inicial en esta revista.
- Se permite y se anima a los autores a difundir sus trabajos electrónicamente (por ejemplo, en repositorios institucionales o en su propio sitio web) antes y durante el proceso de envío, ya que puede dar lugar a intercambios productivos, así como a una citación más temprana y mayor de los trabajos publicados (Véase The Effect of Open Access) (en inglés).
Esta revista sigue la "open access policy" de BOAI (1), apoyando los derechos de los usuarios a "leer, descargar, copiar, distribuir, imprimir, buscar o enlazar los textos completos de los artículos".
(1) http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess
