scholarly journals Student Self-Efficacy on Personal and Social Responsibility within A Sport Education Model

2021 ◽  
Vol 72 ◽  
pp. 236-247
Author(s):  
Liu LIU ◽  
Xi LUO ◽  
Yongshun WANG
Keyword(s):  
Social Responsibility ◽  
Character Education ◽  
Self Efficacy ◽  
Social Life ◽  
Character Trait ◽  
Control Group ◽  
Sport Education ◽  
Research Subjects ◽  
Education Model ◽  
Personal And Social Responsibility

Character education is so important that the essentiality is emphasized in families, schools, societies and even nations nowadays. Modern citizens should cultivate basic character education, in which responsibility is a character trait. In addition to situations, good instructional design and the application of proper instructional strategies, different experience operation in sporting activities, learning social behavior by participating in sports, and developing sportsmanship for social life are covered in character education for developing good character. Nonequivalent pretest/posttest control group design is applied in this study to precede quasi-experimental study, with total 112 students in two classes in a university in Fujian Province as the experimental research subjects. An experimental class (56 students) is taught with Teaching Personal and Social Responsibility, and the other control class (56 students) remains traditional teaching. The experimental teaching research is preceded for 32 weeks (3 hours per week for total 96 hours); Sport Education Model is integrated into the instruction in the last 16 weeks, but not the first 16 weeks. The research results are summarized as followings: Teaching Personal and Social Responsibility presents remarkable effects on sense of responsibility; Teaching Personal and Social Responsibility reveals notable effects on exercise self-efficacy; Sport Education Model appears significant effects on sense of responsibility; Sport Education Model presents remarkable effects on exercise self-efficacy; Teaching Personal and Social Responsibility integrated Sport Education Model could best enhance sense of responsibility; Teaching Personal and Social Responsibility integrated Sport Education Model could best promote exercise self-efficacy. According to the results, suggestions are proposed, expecting to cultivate good physical fitness of students and enhance the motor skills to achieve the idea of Sport for All as well as to cultivate personal responsibility and teamwork spirit of students.

scholarly journals Effects of a Teaching Personal and Social Responsibility Model Intervention in Competitive Youth Sport

2021 ◽  
Vol 12 ◽  
Author(s):  
Federico Carreres-Ponsoda ◽  
Amparo Escartí ◽  
Jose Manuel Jimenez-Olmedo ◽  
Juan M. Cortell-Tormo
Keyword(s):  
Social Responsibility ◽  
Prosocial Behavior ◽  
Self Efficacy ◽  
Intervention Group ◽  
Youth Sport ◽  
Soccer Players ◽  
Control Group ◽  
Teaching Methodology ◽  
Youth Soccer ◽  
Personal And Social Responsibility

The aim of this study was to implement the teaching personal and social responsibility (TPSR) model in a competitive context analyzing the differences between the intervention and the control group on personal and social responsibility, prosocial behaviors, and self-efficacy in youth soccer players. Participants were 34 youth soccer players between the ages of 14 and 16 years old (15.18 ± 0.72) divided into two different soccer teams of 17 members, corresponding to the control and intervention groups. The implementation of the TPSR model took place during 9 months, including initial and ongoing coach training (3 months), program implementation (three sessions per week lasting 90 min during 6 months), and a series of expert-led seminars for athletes (one session per week lasting 90 min during 4 months). The questionnaires used to collect data were the Personal and Social Responsibility Questionnaire, Prosocial Behavior Scale, and two Children’s Self-efficacy Scales. Results indicated that the TPSR intervention group obtained an increase in post-test levels of personal and social responsibility, prosocial behavior, and self-efficacy due to the application of the TPSR model compared with control group that used a conventional sport teaching methodology. The conclusion is that the TPSR model has the potential to be adapted and implemented with flexibility in youth sport competition contexts in order to improve personal and social responsibility, prosocial behavior, and self-efficacy.

scholarly journals Effects of TPSR Integrated Sport Education Model on Football Lesson Students’ Responsibility and Exercise Self-Efficacy

2020 ◽  
Vol 71 ◽  
pp. 126-136
Author(s):  
Chunoh WEI ◽  
Ronghai SU ◽  
Maochou HSU
Keyword(s):  
Physical Education ◽  
Character Education ◽  
Self Efficacy ◽  
Divorce Rate ◽  
Sport Education ◽  
Education Students ◽  
Positive Effects ◽  
Experimental Teaching ◽  
Physical Education Students ◽  
Education Model

Present academic elitism in command, parents busy at work and increasing divorce rate, and mass media’s deviant value indoctrination result in serious upbringing problems of child, revealing the urgency and difficulty of character education. Physical education, presenting high behavior interaction, teaching students about morality, and facilitating students to present specific prosocial behavior, has been considered as an important goal of physical education. Taking a university in Fujian as the experimental object, total 204 students are preceded the 15-week experimental research with TPSR integrated sport education model. The experimental teaching research is preceded for three hours per week (total 45 hours). The research results are concluded as below: (1) TPSR integrated sport education model would affect responsibility; (2) TPSR integrated sport education model would affect exercise self-efficacy; (3) Responsibility shows significantly positive effects on cognition in exercise self-efficacy; (4) Responsibility reveals remarkably positive effects on motivation in exercise self-efficacy; (5) Responsibility appears notably positive effects on mood or affection in exercise self-efficacy. According to the results, suggestions are proposed, expecting to provide strategy and improvement reference and directions for the promotion of physical education students’ responsibility and the enhancement of students’ exercise self-efficacy.

scholarly journals 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

2010 ◽  
Vol 13 (2) ◽  
pp. 667-676 ◽  
Author(s):  
Amparo Escartí ◽  
Melchor Gutiérrez ◽  
Carmina Pascual ◽  
Diana Marín
Keyword(s):  
At Risk ◽  
Physical Education ◽  
Social Responsibility ◽  
Self Efficacy ◽  
Intervention Group ◽  
Dropping Out ◽  
Personal And Social Responsibility ◽  
Responsibility Model ◽  
At Risk Adolescents ◽  
Out Of School

This study evaluated improvement in self-efficacy and personal and social responsibility among at-risk of dropping-out of school adolescents participating in a program in which Hellison's Teaching Personal and Social Responsibility Model was applied in physical education classes during the course of an academic year. Thirty at-risk adolescents aged 13-14 years old (23 boys, 7 girls) were assigned to an intervention group (12 boys and 3 girls) or a comparison group (11 boys, 4 girls), the latter of which did not participate in the program. Quantitative results showed a significant improvement in the students' self-efficacy for enlisting social resources and in self-efficacy for self-regulated learning. Qualitative results showed an improvement in responsibility behaviors of participants in the intervention group. This suggests that the model could be effective for improving psychological and social development in at-risk adolescents, and that physical education classes may be an appropriate arena for working with these young people.

scholarly journals Subjective Well-Being and Psychosocial Adjustment: Examining the Effects of an Intervention Based on the Sport Education Model on Children

2020 ◽  
Vol 12 (11) ◽  
pp. 4570
Author(s):  
Pablo Luna ◽  
Alba Rodríguez-Donaire ◽  
Débora Rodrigo-Ruiz ◽  
Javier Cejudo
Keyword(s):  
Psychosocial Adjustment ◽  
Well Being ◽  
Assessment System ◽  
Control Group ◽  
Sport Education ◽  
Subjective Well Being ◽  
Affective Component ◽  
Quasi Experimental ◽  
Education Model ◽  
Experimental Group

The current study aims to evaluate the effectiveness of an intervention based on the Sport Education model, compared to an intervention based on the traditional model of Direct Instruction in children. The intervention was carried out during school hours for 18 sessions of 50-min each. The sample was made up of 146 children aged 10–12 years (M = 10.78 years; SD = 1.07 years). Participants were randomly assigned to the experimental group (n = 87) and a control group (n = 59). A quasi-experimental design with repeated pretest and posttest evaluations with the control group was implemented. The Positive and Negative Affect Scale for children and adolescents (PANASN) was used to assess the affective component of subjective well-being. The Child and Adolescent Behavior Assessment System (BASC) was used to assess psychosocial adjustment. The results showed significant improvements in the affective component of subjective well-being and a reduction in anxiety in favor of the experimental group. Our current results show the methodological and practical efficacy of a Sport Education intervention.

scholarly journals Applying the Personal and Social Responsibility Model-Based Program: Differences According to Gender between Basic Psychological Needs, Motivation, Life Satisfaction and Intention to be Physically Active

2019 ◽  
Vol 16 (13) ◽  
pp. 2326 ◽  
Author(s):  
Manzano-Sánchez ◽  
Valero-Valenzuela ◽  
Conde-Sánchez ◽  
Chen
Keyword(s):  
Physical Education ◽  
Social Responsibility ◽  
Personal Responsibility ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Control Group ◽  
Physically Active ◽  
Personal And Social Responsibility ◽  
The Impact ◽  
Experimental Group

The objective of the study was to evaluate the impact of a program based on the Teaching Personal and Social Responsibility (TPSR) on the variables of responsibility, basic psychology needs, motivation, satisfaction with life and the intention to be physically active, as well as the differences of gender. The participants were 85 students (experimental group n = 35, 17 girls and control group n = 50, 28 girls). The students of the experimental group received the TPSR for 8 months within the physical education subject. The findings indicated an improvement in the experimental group in terms of personal responsibility and in the case of female students, in basic psychological needs and intrinsic motivation. In conclusion, the TPSR program can be integrated into the physical education curriculum in order to improve the personal responsibility of students and fulfill their motivation and satisfaction of basic psychological needs.

scholarly journals Kepemimpinan dan Performa Bermain Bola Tangan melalui Model Pendidikan Olahraga

2021 ◽  
Vol 6 (1) ◽  
pp. 121-128
Author(s):  
Suherman Slamet ◽  
Yunyun Yudiana ◽  
Agus Mahendra ◽  
Amung Ma’mun
Keyword(s):  
Performance Enhancement ◽  
Learning Experience ◽  
Sampling Technique ◽  
Educational Institutions ◽  
Control Group ◽  
Sport Education ◽  
Sports Clubs ◽  
Post Test ◽  
Quasi Experimental ◽  
Education Model

The implementation of sports activities and learning is carried out to improve performance. The meaning of the values of sports, as the most important thing of positive sports development, has not been sufficiently revealed. The purpose of this study was to determine the differences in the development and mastery of the students through the implementation of sport education models containing leadership content and without leadership content. This study used a quasi-experimental control group pre-post test design involving 80 students as the samples through the purposive sampling technique. The samples were divided into two groups of students taking handball game courses. The results showed that there were two influential things, namely intentionally simulated student learning and general students learning without simulation. Thus, a finding of interest in the study was that after implementation of sport education models containing leadership content, performance enhancement in a 27% difference in the application of the simulated education model. Meanwhile, there was no difference in handball games performance, which means that both of them were affected. Furthermore, the development of leadership had a greater influence than the increase in handball games performance with a 22% difference. It might be because the students gained valuable values from the handball learning experience through the sports education model that is useful for learners and coaches and can be applied in sports clubs and, most importantly, in educational institutions. 

scholarly journals THE EFFECTIVENESS OF HELLISON’S MODEL OF PERSONAL AND SOCIAL RESPONSIBILITY IN PHYSICAL EDUCATION TEACHING

2019 ◽  
pp. 663 ◽  
Author(s):  
Svetlana Buišić ◽  
Višnja Đorđić
Keyword(s):  
Physical Education ◽  
Motor Learning ◽  
Social Responsibility ◽  
Youth Violence ◽  
Experimental Program ◽  
Control Group ◽  
Discipline Problems ◽  
Self Evaluation ◽  
Personal And Social Responsibility ◽  
Responsibility Model

Increase in youth violence, discipline problems in schools, decrease of interest in physical activities and other negative trends, impose the need for reconceptualization of physical education. Among promising models, one stands out. It is the Hellison’s responsibility model or Teaching Personal and Social Responsibility model-TPSR Model, based on intrinsic motivation and encouraging personal and social responsibility of students. Goal of the present study was to check the effectiveness of Hellison’s model in primary school physical education setting. Sample consisted of students of third grade of elementary school (N=100; 54 boys, 46 girls), appointed to experimental and control group. The effects of the experimental (TPSR) and standard program of physical education on responsibility in students, motivational orientations, self-evaluation, social support and motor learning were tested. The data was processed by methods of descriptive statistics, MANOVA analysis and Mann-Whitney test (p ≤ .05). After completing experimental program, statistically significant differences were detected in all dependent variables, consistently in favor of the experimental group. Hellison’s model produced the largest effects in the domain of motor learning, responsibility and self-determined motivation in students, which points to validity of its implementation in regular physical education teaching.

scholarly journals Sport education model and self-determination theory

Kinesiology ◽  
2016 ◽  
Vol 48 (1) ◽  
pp. 30-38 ◽  
Author(s):  
Ricardo Cuevas ◽  
Luis Miguel García-López ◽  
Jaime Serra-Olivares
Keyword(s):  
Physical Education ◽  
Self Determination Theory ◽  
Self Determination ◽  
Control Group ◽  
Sport Education ◽  
School Students ◽  
Post Intervention ◽  
Physically Active ◽  
Education Model ◽  
The Impact

Using self-determination theory as a guiding framework, this study analyzed the impact of the Sport Education Model in self-determination and motivation, psychological basic need thwarting, enjoymentsatisfaction, boredom, and intention to be physically active in Physical Education (PE) of secondary school students in Spain. Two groups were selected for the study: an experimental group (EG; n=43), which received 19 volleyball lessons following the Sport Education Model, and a control group (CG; n=43), which received 19 traditional Physical Education lessons. Pre- and post-intervention measures were taken in both groups. The results showed significant improvements in intrinsic motivation in EG. The results are discussed, and the suitability of the Sport Education Model to improve self-determined behaviors in Physical Education is emphasized.

Teachers and Students’ Perceptions of a Hybrid Sport Education and Teaching for Personal and Social Responsibility Learning Unit

2017 ◽  
Vol 36 (2) ◽  
pp. 185-196 ◽  
Author(s):  
Javier Fernandez-Rio ◽  
Jose Ignacio Menendez-Santurio
Keyword(s):  
Social Responsibility ◽  
Personal Responsibility ◽  
Physical Education Teachers ◽  
Sport Education ◽  
Type Method ◽  
Teachers Perceptions ◽  
Semistructured Interviews ◽  
Teachers And Students ◽  
Pedagogical Models ◽  
Personal And Social Responsibility

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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