1
|
Jacobs JM, Wright PM, Richards KAR. Students' Perceptions of Learning Life Skills Through the Teaching Personal and Social Responsibility Model: An Exploratory Study. Front Sports Act Living 2022; 4:898738. [PMID: 35711854 PMCID: PMC9197241 DOI: 10.3389/fspor.2022.898738] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/17/2022] [Accepted: 05/06/2022] [Indexed: 11/23/2022] Open
Abstract
Purpose Physical education (PE) lags behind community-based sport and physical activity programs in the integration of positive youth development (PYD) principles and practices such as teaching transferable life skills. However, research and educational policy indicates this can and should be part of the PE curriculum. Therefore, there is a significant need to explore students' perceptions and experiences about learning life skills within the PE context. In the current study, an intervention based in a wellestablished PYD approach called Teaching Personal and Social Responsibility (TPSR), was delivered to assess these issues. Methods The current study was conducted in the mid-western U.S. Participants were 122 adolescent students (m = 60, f = 62; M = 12.48 years, SD = 0.97 years) in intervention and control classes. For the intervention, a PE teacher received training on the TPSR approach to promote life skills, while the control teacher received no training and participated in usual practices. Pre- and post-surveys were distributed that examined student perceptions about learning life skills, and supplemental systematic observations were recorded to capture the intervention teacher's fidelity to the TPSR model. Results Results indicated that the intervention group students' perceptions of in-class experiences with life skills such as problem solving, emotional regulation, effort, goal setting, identity experiences, time management, and promoting social norms were enhanced overtime, compared to the control group. Conclusion PE is in a unique position to promote PYD in the school curriculum by teaching of life skills. In this case, participants in the intervention group demonstrated learning personally and socially responsible behaviors across the course of 15 PE lessons. Future research should examine if changed in-class perceptions about life skills can foster use of these skills outside of the PE setting.
Collapse
Affiliation(s)
- Jennifer M. Jacobs
- Department of Kinesiology and Physical Education, Northern Illinois University, DeKalb, IL, United States
| | - Paul M. Wright
- Department of Kinesiology and Physical Education, Northern Illinois University, DeKalb, IL, United States
- *Correspondence: Paul M. Wright
| | - K. Andrew R. Richards
- Department of Kinesiology and Community Health, University of Illinois at Urbana–Champaign, Champaign, IL, United States
| |
Collapse
|
2
|
Toivonen HM, Hassandra M, Wright PM, Hagger MS, Hankonen N, Laine K, Lintunen T. Feasibility of a Responsibility-Based Leadership Training Program for Novice Physical Activity Instructors. Front Psychol 2021; 12:648235. [PMID: 34421708 PMCID: PMC8377197 DOI: 10.3389/fpsyg.2021.648235] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/31/2020] [Accepted: 07/12/2021] [Indexed: 12/02/2022] Open
Abstract
Most coaches and instructors would like to teach more than just sport skills to their athletes and children. However, to promote athletes’ or children’s holistic development and teach them to take responsibility and lead, requires the coaches and instructors to first master the skills themselves. Therefore, feasible, high quality leadership training programs where coaches and physical activity instructors are taught to teach and share leadership are needed. The aim of the current study was to evaluate the feasibility of a leadership training program to optimize it and to determine whether to proceed with its evaluation. In the leadership training program, eight Finnish novice physical activity instructors, aged 18 to 22, were taught to promote positive youth development, personal and social responsibility, and shared leadership in a physical activity context. The participants had minimal to no leadership training or experience. The training program consisted of seven meetings totaling 20 h. Helllison’s teaching personal and social responsibility (TPSR) model was the theoretical and practical framework of the training program. Feasibility of the leadership training program was evaluated across four domains of an evidence-based framework: demand, practicality, acceptability, and implementation fidelity. Data of the current complex intervention were collected with application videos, questionnaires, researcher’s log, lesson plans, video recordings, and a semi-structured focus group interview. The quantitative data were analyzed using descriptive statistics and the qualitative data using deductive and inductive content analysis. There was a demand for the leadership training program. The training program was perceived as practical and highly acceptable by the novice instructors and the trainers, and implemented with fidelity, indicating high overall feasibility. No implementation issues were found. Consequently, the current leadership training program has a high probability of efficacy and can be accepted for further evaluation.
Collapse
Affiliation(s)
- Hanna-Mari Toivonen
- Faculty of Sport and Health Sciences, University of Jyväskylä, Jyväskylä, Finland
| | - Mary Hassandra
- School of Physical Education, Sport Sciences, and Dietetics, University of Thessaly, Volos, Greece
| | - Paul M Wright
- Department of Kinesiology and Physical Education, Northern Illinois University, DeKalb, IL, United States
| | - Martin S Hagger
- Faculty of Sport and Health Sciences, University of Jyväskylä, Jyväskylä, Finland.,Psychological Sciences, University of California, Merced, CA, United States
| | - Nelli Hankonen
- Faculty of Social Sciences, University of Helsinki, Helsinki, Finland
| | - Kaarlo Laine
- LIKES Research Centre for Physical Activity and Health, Jyväskylä, Finland
| | - Taru Lintunen
- Faculty of Sport and Health Sciences, University of Jyväskylä, Jyväskylä, Finland
| |
Collapse
|
3
|
Hundt NE, Yusuf ZI, Amspoker AB, Nagamoto HT, Kim B, Boykin DM, Smith TL. Improving the transition of patients with mental health disorders back to primary care: A protocol for a partnered, mixed-methods, stepped-wedge implementation trial. Contemp Clin Trials 2021; 105:106398. [PMID: 33848641 DOI: 10.1016/j.cct.2021.106398] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/11/2021] [Revised: 04/03/2021] [Accepted: 04/06/2021] [Indexed: 10/21/2022]
Abstract
The current study protocol regards a partnered, mixed-methods, cluster-randomized stepped wedge trial of the implementation and effectiveness of the FLOW program. FLOW (not an acronym) is a collection of resources and strategies to assist in determining which recovered or stabilized specialty mental health (SMH) patients should transition back to primary care (PC) and tools to make the transition seamless. Transitioning appropriate patients to PC can increase access and timeliness of mental health care for newly referred mental health patients. Nine sites in one US region will be randomized to one of three waves in which they will receive implementation-facilitation to implement the FLOW program. Primary outcomes will include the reach of FLOW, provider adoption of the program, effectiveness in increasing access in SMH, implementation fidelity, and maintenance over time. A mixed-methods analysis of implementation factors associated with implementation success will also be conducted, including the following as possible predictors: staffing ratios, site resources, leadership and provider support for the program, and local champion characteristics. This study's results will provide evidence for the effectiveness of FLOW in increasing access and may provide generalizable information about characteristics of sites that are likely to be successful with implementing similar programs.
Collapse
Affiliation(s)
- Natalie E Hundt
- VA HSR&D Houston Center of Innovations in Quality, Effectiveness and Safety, Michael E. DeBakey VA Medical Center, Houston, TX, United States; Menninger Department of Psychiatry and Behavioral Sciences, Baylor College of Medicine, Houston, TX, United States; VA South Central Mental Illness Research, Education and Clinical Center, Houston, TX, United States.
| | - Zenab I Yusuf
- VA HSR&D Houston Center of Innovations in Quality, Effectiveness and Safety, Michael E. DeBakey VA Medical Center, Houston, TX, United States
| | - Amber B Amspoker
- VA HSR&D Houston Center of Innovations in Quality, Effectiveness and Safety, Michael E. DeBakey VA Medical Center, Houston, TX, United States; VA South Central Mental Illness Research, Education and Clinical Center, Houston, TX, United States
| | - Herbert T Nagamoto
- VA Rocky Mountain Network, Denver, CO, United States; University of Colorado School of Medicine, Denver, CO, United States
| | - Bo Kim
- HSR&D Center for Healthcare Organization and Implementation Research, VA Boston Healthcare System, Boston, MA 02130, United States; Department of Psychiatry, Harvard Medical School, Boston, MA 02115, United States
| | - Derrecka M Boykin
- VA HSR&D Houston Center of Innovations in Quality, Effectiveness and Safety, Michael E. DeBakey VA Medical Center, Houston, TX, United States; Menninger Department of Psychiatry and Behavioral Sciences, Baylor College of Medicine, Houston, TX, United States; VA South Central Mental Illness Research, Education and Clinical Center, Houston, TX, United States
| | - Tracey L Smith
- Menninger Department of Psychiatry and Behavioral Sciences, Baylor College of Medicine, Houston, TX, United States
| |
Collapse
|
4
|
Manzano-Sánchez D, González-Víllora S, Valero-Valenzuela A. Application of the Teaching Personal and Social Responsibility Model in the Secondary Education Curriculum: Implications in Psychological and Contextual Variables in Students. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18063047. [PMID: 33809563 PMCID: PMC8001341 DOI: 10.3390/ijerph18063047] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 01/30/2021] [Revised: 03/06/2021] [Accepted: 03/09/2021] [Indexed: 11/16/2022]
Abstract
The aim was to implement a value-promoting programme (Teaching Personal and Social Responsibility, TPSR) and to assess its impact on psychological and contextual variables in students comparing the differences among one group that applied it in several subjects, another group only in Physical Education (PE), and a control group. Method: The programme was applied for eight months with 257 students from three secondary school centres (151 boys and 106 girls) with a mean age of 15.97 years (SD = 2.31). They were in three groups: one group with 67 students (control group), one group with 90 students receiving at least 60% of the total teaching time using the value-promoting programme (experimental group for global education, EG-GE), and one group with 100 students (experimental group for physical education only, EG-PE). The main improvements in the results were found in the EG-GE for responsibility, psychological mediator index, self-determination index, resilience, climate, and prosocial behaviour. In the EG-PE, improved results were observed in the self-determination index, classroom climate, and prosocial behaviour. Female and EG-GE students improved much more than male and EG-PE students. The outcomes in psychological variables can be higher if TPSR is applied to the whole subjects apart from physical education. These results are even more pronounced for female students in personal and social responsibility. It is worth highlighting the importance of coordinating educational institutions to facilitate the involvement of the greatest number of teachers.
Collapse
Affiliation(s)
- David Manzano-Sánchez
- Department of Physical Activity and Sport, Faculty of Sport Sciences, University of Murcia, Santiago de la Ribera, 30720 Murcia, Spain;
- Correspondence: (D.M.-S.); (S.G.-V.)
| | - Sixto González-Víllora
- Department of Physical Education, Arts Education, and Music, Faculty of Education, University of Castilla-La Mancha, 16001 Cuenca, Spain
- Correspondence: (D.M.-S.); (S.G.-V.)
| | - Alfonso Valero-Valenzuela
- Department of Physical Activity and Sport, Faculty of Sport Sciences, University of Murcia, Santiago de la Ribera, 30720 Murcia, Spain;
| |
Collapse
|
5
|
Valero-Valenzuela A, Camerino O, Manzano-Sánchez D, Prat Q, Castañer M. Enhancing Learner Motivation and Classroom Social Climate: A Mixed Methods Approach. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:E5272. [PMID: 32707814 PMCID: PMC7432387 DOI: 10.3390/ijerph17155272] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/31/2020] [Revised: 07/07/2020] [Accepted: 07/17/2020] [Indexed: 11/16/2022]
Abstract
The aim of this study was to analyze how motivation and classroom social climate was enhanced in the teaching-learning context throughout a Pedagogical Model of Personal and Social Responsibility (TPSR) implementation using a mixed method approach. An educational program was applied during an academic year in a student sample of primary and secondary school. A total of 44 sessions with 54 participants, between 11 and 16 years old (M = 13.41 years, SD = 1.73) were video-recorded. A multilevel triangulation design of mixed method research was applied to merge: (a) the Observational System of Teaching Oriented Responsibility (OSTOR), which revealed how the students' behavior patterns shifted an alongside the interventions with (b) a set of five complementary questionnaires: Motivation toward Education Scale (EME), Responsibility Questionnaire (PSRQ), Basic Psychological Needs Questionnaire (PNSE), Questionnaire to assess social school climate (CECSCE) and Questionnaire of School Violence (CUVE). The mixed methods design confirmed that both the observational and the inferential analysis show an improvement of the TPSR implementation in the student's responsibility and satisfaction and the social climate of the classroom. The other variables, although they were also improved, did not do it significantly; all the motivation dimensions showed higher values, except for amotivation and violence.
Collapse
Affiliation(s)
| | - Oleguer Camerino
- National Institute of Physical Education of Catalonia (INEFC), University of Lleida (UdL), 25192 Lleida, Spain; (Q.P.); (M.C.)
- Lleida Institute for Biomedical Research Dr. Pifarré Foundation (IRBLLEIDA), 25198 Lleida, Spain
| | - David Manzano-Sánchez
- Faculty of Sciences of the Sport, University of Murcia, 30720 Murcia, Spain; (A.V.-V.); (D.M.-S.)
| | - Queralt Prat
- National Institute of Physical Education of Catalonia (INEFC), University of Lleida (UdL), 25192 Lleida, Spain; (Q.P.); (M.C.)
| | - Marta Castañer
- National Institute of Physical Education of Catalonia (INEFC), University of Lleida (UdL), 25192 Lleida, Spain; (Q.P.); (M.C.)
- Lleida Institute for Biomedical Research Dr. Pifarré Foundation (IRBLLEIDA), 25198 Lleida, Spain
| |
Collapse
|
6
|
Holt NL, Neely KC, Slater LG, Camiré M, Côté J, Fraser-Thomas J, MacDonald D, Strachan L, Tamminen KA. A grounded theory of positive youth development through sport based on results from a qualitative meta-study. INTERNATIONAL REVIEW OF SPORT AND EXERCISE PSYCHOLOGY 2017; 10:1-49. [PMID: 27695511 PMCID: PMC5020349 DOI: 10.1080/1750984x.2016.1180704] [Citation(s) in RCA: 113] [Impact Index Per Article: 16.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/02/2015] [Accepted: 04/15/2016] [Indexed: 05/16/2023]
Abstract
The overall purpose of this study was to create a model of positive youth development (PYD) through sport grounded in the extant qualitative literature. More specifically, the first objective was to review and evaluate qualitative studies of PYD in sport. The second objective was to analyze and synthesize findings from these studies. Following record identification and screening, 63 articles were retained for analysis. Meta-method analysis revealed strengths of studies were the use of multiple data collection and validity techniques, which produced high-quality data. Weaknesses were limited use of 'named' methodologies and inadequate reporting of sampling procedures. Philosophical perspectives were rarely reported, and theory was used sparingly. Results of an inductive meta-data analysis produced three categories: PYD climate (adult relationships, peer relationships, and parental involvement), life skills program focus (life skill building activities and transfer activities), and PYD outcomes (in personal, social, and physical domains). A model that distinguishes between implicit and explicit processes to PYD is presented.
Collapse
Affiliation(s)
- Nicholas L. Holt
- Faculty of Physical Education and Recreation, University of Alberta, Edmonton, Alberta, Canada
- Katherine A. Tamminen
| | - Kacey C. Neely
- Faculty of Physical Education and Recreation, University of Alberta, Edmonton, Alberta, Canada
| | - Linda G. Slater
- Faculty of Physical Education and Recreation, University of Alberta, Edmonton, Alberta, Canada
| | - Martin Camiré
- Faculty of Health Sciences, University of Ottawa, Ottawa, Ontario, Canada
| | - Jean Côté
- School of Kinesiology and Health Studies, Queen's University, Kingston, Ontario, Canada
| | | | - Dany MacDonald
- Faculty of Applied Human Sciences, University of Prince Edward Island, Charlottetown, Prince Edward Island, Canada
| | - Leisha Strachan
- Faculty of Kinesiology and Recreation Management, University of Manitoba, Winnipeg, Manitoba, Canada
| | - Katherine A. Tamminen
- Faculty of Kinesiology and Physical Education, University of Toronto, Toronto, Ontario, Canada
| |
Collapse
|
7
|
Burton LJ, Weiner JM. "They Were Really Looking for a Male Leader for the Building": Gender, Identity and Leadership Development in a Principal Preparation Program. Front Psychol 2016; 7:141. [PMID: 26909054 PMCID: PMC4754431 DOI: 10.3389/fpsyg.2016.00141] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2015] [Accepted: 01/26/2016] [Indexed: 11/20/2022] Open
Abstract
This study utilized a comparative case study analysis to investigate how gender influenced the experiences of participants in a leadership development program (principal preparation program) designed to lead public K-12 schools identified as requiring turnaround. We closely focused on two participants, a man and a woman, and compared the ways each participant made meaning of his/her experiences as developing leaders in the program. Although both participants conceptualized effective leadership in similar communally-oriented ways, the way they came to construct their identities as leaders varied greatly. These differences were largely influenced by different and, what appeared to be, gendered feedback occurring during the program and when participants entered the job market.
Collapse
Affiliation(s)
- Laura J. Burton
- Department of Educational Leadership, Neag School of Education, University of ConnecticutStorrs, CT, USA
| | | |
Collapse
|
8
|
Dyson B. Quality physical education: a commentary on effective physical education teaching. RESEARCH QUARTERLY FOR EXERCISE AND SPORT 2014; 85:144-152. [PMID: 25098010 DOI: 10.1080/02701367.2014.904155] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
Abstract
In my commentary in response to the 3 articles (McKenzie & Lounsbery, 2013; Rink, 2013; Ward, 2013), I focus on 3 areas: (a) content knowledge, (b) a holistic approach to physical education, and (c) policy impact. I use the term quality teaching rather than "teacher effectiveness." Quality teaching is a term with the potential to move our attention beyond a focus merely on issues of effectiveness relating to the achievement of prespecified objectives. I agree with Ward that teacher content knowledge is limited in physical education, and I argue that if the student does not have a connection to or relationship with the content, this will diminish their learning gains. I also argue for a more holistic approach to physical education coming from a broader conception. Physical educators who teach the whole child advocate for a plethora of physical activity, skills, knowledge, and positive attitudes that foster healthy and active playful lifestyles. Play is a valuable educational experience. I also endorse viewing assessment from different perspectives and discuss assessment through a social-critical political lens. The 3 articles also have implications for policy. Physical education is much broader than just physical activity, and we harm the future potential of our field if we adopt a narrow agenda. Looking to the future, I propose that we broaden the kinds of research that we value, support, and appreciate in our field.
Collapse
|