1. Northern Illinois University
Promoting “Relationships” with the Teaching Personal and Social Responsibility Model
Paul M. Wright, Ph.D.
Northern Illinois University
May 2, 2013
SPEA Conference 2013

2. Objectives Discuss the Relationships goal in PE
Situate this goal in the broader curriculum
Review the TPSR model
Consider the alignment between these
Connect this discussion to assessment

3. Aim and Goals of K-12 Physical Education
…to support students in becoming physically educated individuals who have the understandings and skills to engage in movement activity, and the confidence and disposition to live a healthy, active lifestyle.
Goals
Active Living
Skillful Movement
Relationships

4. Relationships
Balance self through safe and respectful personal, social, cultural, and environmental interactions in a wide variety of movement activities.

5. How does the PE goal of ‘relationships’ fit into the broader curriculum?

6. Saskatchewan Curriculum
Revised Curriculum Framework
Broad Areas of Learning
Desired attributes of students
Cross-curricular Competencies
Strengthen and enrich students’ present learning and future lives
Subject areas
PE, mathematics, etc.

7. Broad Areas of Learning
Sense of Self, Community, and Place
Lifelong Learners
Engaged Citizens

8. Cross-cultural Competencies
Thinking
Identity and Interdependence
Literacies
Social Responsibility

9. Dynamic, Multi-level Curriculum

10. So what do these curricular values and goals look like in practice?

11. Teaching Personal and Social Responsibility
Value-based instructional model
Physical activity as vehicle to teach life skills
Developed by Don Hellison
Primarily with urban/underserved youth
Outside margins of PE at the time
Applied in varied settings & cultures
Physical education, sport camps, after-school programs
Spain, Portugal, Brazil, Mexico, Korea, New Zealand, South Africa…

12. TPSR Themes
Integration: responsibility integrated into physical activity
Transfer: connections to life skills in other settings
Empowerment: teacher shares responsibility with students
Teacher-Student Relationship: students are treated as individuals deserving respect, choice, and voice

13. TPSR Responsibility Goals and Life Skills
Respect the rights and feelings of others
Self-motivation
Self-direction
Caring/Leadership
Transfer “outside the gym”

14. Respect rights & feelings of others
Self-control (mouth and temper)
Include everyone
Resolve conflicts peacefully

15. Self-motivation Participating Trying new things
Persisting through difficulty
Giving good effort

16. Self-direction Setting and working toward goals Working independently
Making good choices

17. Caring/helping Leading others
Considering welfare of group and others and not just self
Compassion and empathy
Helping and peer coaching

18. Transfer Outside the Gym
Discuss ways to apply life skills in other settings such as…
Classroom
Home/family
Community/neighborhood
Future/possible selves

19. TPSR Class Format Relational time Awareness talk Physical activity
Group meeting
Reflection time

20. Teaching Strategies Modeling Respect Setting Expectations
Opportunities for Success
Fostering Social Interaction
Assigning Tasks
Leadership
Giving Choices and Voices
Role in Assessment
Transfer

21. Student Behaviors Participation Engagement Showing Respect Cooperation
Encouraging Others
Helping Others
Leading
Expressing Voice
Asking for Help

22. But does tPSR work?

23. Effectiveness in the Gym
Increased student responsibility & engagement
More positive learning environment
Correlations with enjoyment & intrinsic motivation
Relevance
Adapted physical activity
Gender equity/relevance for girls
Pre-K through 12th grade

24. Transfer “outside the gym”
Student understanding
Interviews and focus groups
Goal-setting exercises
Individual and group discussions
Application ‘outside the gym’
Self-report
Interviews w/ classroom teachers, youth workers, etc.
Outcomes vs. comparison or control group
Grades, truancy, tardiness, conduct

25. Applying TPSR School-wide
Current research w/ collaborators in Spain
From PE to school-wide implementation
Developing training and best practices for classroom
In Spain, responsibility survey correlated with
Lower aggression
Higher pro-social behavior, empathy, self-efficacy
Significant increases in self-efficacy for enlisting resources & self-regulation, & empathy in PE

26. Connecting back to the Saskatchewan Curriculum

27. Broad Areas of Learning, cont.
Sense of Self, Community, and Place
Possess positive sense of identity
Nurture meaningful relationships
Appreciate diversity
Demonstrate empathy
Understand self, others, and the influence of place
Balance their intellectual, emotional, physical, and spiritual dimensions

28. Broad Areas of Learning, cont.
Engaged Citizens
Shape positive change for the benefit of all
Contribute to the environmental, social, and economic sustainability of local and global communities
Support positive actions that recognize broader relationships and responsibilities
Advocate for self and others, and act for the common good as engaged citizens

29. Cross-cultural Competencies, cont.
Identity and Interdependence
Understand, value, and care for oneself (intellectually, emotionally, physically, spiritually)
Understand, value, and care for others
Understand and value social, economic, and environmental interdependence and sustainability

30. Cross-cultural Competencies, cont.
Social Responsibility
Use moral reasoning processes
Engage in communitarian thinking and dialogue
Take social action

31. Alignment between these frameworks
Relationship goal v. broader curriculum
Relationship goal v. TPSR
Some subtle distinctions
Most TPSR development has been w/ “at risk” kids
TPSR emphasizes transfer beyond physical activity
Relationship goal considers broader “social, cultural, and environmental interactions”

32. Assessment and Program Evaluation

33. Crucial, but often neglected…
Curriculum
“Relationships”
Instruction
“TPSR”
Assessment
???

34. Basic Assessment Strategies
Assess what you teach
Balance formative and summative
Use various methods
Provide clear and explicit expectations
Use assessment information to document and inform instruction

35. Best Practices Integrate assessment with instruction
Make assessments authentic or performance based
Especially in the case of TPSR
Give students some power in the process
Assess their enactment of the responsibility goals/levels

36. Use a Broader Lens Assess student learning/performance
Assess teacher implementation fidelity
Assess program effectiveness

37. TPSR Toolbox
Tool for Assessing Responsibility-based Education (TARE; Wright & Craig, 2011)
systematic observation tool and post-teaching reflection
Personal and Social Responsibility Questionnaire (Li et al., 2008)
Two simple, seven item scales validated in urban middle school PE
Learner assessments, rubrics, etc.
Ch. 11 in Hellison (2011)

38. Youth Experience Survey (YES 2.0; Hansen & Larson, 2005)
Initiative
Goal-Setting, Effort, Problem Solving, Time Management
Basic skills
Emotional Regulation, Cognitive Skills, Physical
Teamwork & Social Skills
Group Process, Feedback, Leadership & Responsibility
Positive Relationships
Pro-social Norms, Diverse Peer Relationships

39. So where does this leave us?
Schools need to prepare students in life skills
PE can play a key role via ‘relationships’ goal
TPSR gives teaching strategies to enact this goal
We have sufficient tools and strategies to assess

40. Topics to Discuss Implementation of the Relationships goal
Implementation of TPSR
Opportunities to fortify one another
Competing pressures and barriers to implementation
Can these increase the status/role of PE
After school programming
Athletics and intramurals
Classroom applications
Bully prevention
???

41. Thank you! Questions? Paul M. Wright, Ph.D.
Associate Professor, Department of Kinesiology and Physical Education
Director, Physical Activity and Life Skills (PALS) Group
Northern Illinois University