Teaching Personal and Social Responsibility through Physical Activity 4th Edition With HKPropel Access

Teaching Personal and Social Responsibility Through Physical Activity now enters its fourth edition, continuing the legacy of Don Hellison and his teaching personal and social responsibility (TPSR) model. This text is the only comprehensive resource covering the TPSR model through physical activity. With more than 50 years of use in gyms, playing fields, and classrooms, the TPSR model has withstood the test of time and continues to be used to teach transferable life skills to kids from all backgrounds to support positive social change.

Building on the foundation of research from the first three editions, this updated text connects TPSR to the recent emphasis on mental health, social and emotional learning (SEL), and trauma-informed practices. It also provides direction to teach affective and social goals, giving an in-depth look into teaching character development and values to help students develop personal and social responsibility.

Designed to enhance reader comprehension, Teaching Personal and Social Responsibility Through Physical Activity, Fourth Edition, is a practical resource with proven and easy-to-implement ideas to support student growth in school, after school, and in alternative settings. Special features include these:

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• TPSR in Action: sidebars written by world-wide practitioners that highlight the creativity and innovation of TPSR through programs and projects across cultural and linguistic borders
• Is It Working?: examples of the cutting-edge research that supports TPSR
• Kid Quotes: quotes from kids in TPSR programs as well as quotes from teachers and coaches
• Takeaways: summary points in every chapter
• Robust appendixes: samples of TPSR lesson plans, a TPSR implementation checklist, a kinesiology career club workbook, a post-teaching reflection, and a TPSR feedback form
• Online resources: forms, unit and lesson plans, and learner assessments from the book that can be easily downloaded and used

Balancing theory and practice, the TPSR model is recognized as a best practice in physical education and sport-based youth development. This text takes Hellison’s model and reflects on new information, cultural awareness, and current practice to ensure that kids benefit from the TPSR model for years to come.

Note: A code for accessing HKPropel is included with all print books.

 

Audience

Text for college courses on PE teaching methods, developing PE curriculums, class management, behavior management, and teaching responsibility. Resource for K-12 PE teachers, classroom teachers, community-based youth workers, administrators, and coaches who inspire to build character.

Part I. Ideas

Chapter 1. A Brief History of TPSR
How It All Got Started
Evolution of the Model Itself
Apples Don’t Fall Far From The Tree
Not in the Margins Anymore
Final Thoughts

Chapter 2. What’s Worth Doing?
What’s Worth Doing for PE and PA Professionals?
Other Important Questions
Social Inequities and Trends
Our Commitments
Final Thoughts

Chapter 3. A Framework for Teaching Personal and Social Responsibility
Core Values
Assumptions
Levels of Responsibility
Program Leader Responsibilities
Gradual Empowerment (Shifting Responsibility to the Kids)
Self-Reflection
Integration
Transfer
Relationship With Kids
Daily Program Format
Final Thoughts

Chapter 4. Being Relational With Kids
Four Relational Qualities of TPSR Programming
Having the Courage to Confront
Relational Qualities and Relational Time
Program Leader Qualities and Skills
Kids and Their World
Final Thoughts

Part II. Strategies

Chapter 5. Levels of Responsibility
Progression of Levels
Cumulative Levels
Five Levels
Level Modifications
Levels and Empowerment
Final Thoughts

Chapter 6. Daily Program Format
Relational Time
Awareness Talk
Physical Activity Plan
Group Meeting
Reflection Time
Final Thoughts

Chapter 7. Embedding Responsibility in the Physical Activity Content
Physical Activity Content
Strategy Progression
Level I Strategies
Level II Strategies
Level III Strategies
Level IV Strategies
Level V Strategies
Final Thoughts

Chapter 8. Strategies for Specific Problems and Situations
Self-Reflection
Reflection-in-Action
Expanding Your Bag of Tricks
Level I: Individual Discipline Problems
Level I: Conflict Resolution Strategies
Level II: Teaching by Invitation
Level III: Struggles With Empowerment
Level IV: Helping and Leadership Problems
Level V: Specific Problems Outside the Gym
Final Thoughts

Part III. Implementation

Chapter 9. Coaching Clubs and Other TPSR Program Structures
Coaching Clubs
Cross-Age Teaching and Leadership
TPSR in Organized Sport
Responsibility-Based Fitness Centers
TPSR on the Playground and at Recess
TPSR in the Classroom
Schoolwide Adoptions of TPSR
Final Thoughts

Chapter 10. TPSR in PE Teacher and Coach Education
Teacher Education Approaches for Learning TPSR
Principles of Practice
Training Teachers and Coaches on TPSR Through Developmental Stages
Final Thoughts

Chapter 11. Assessment and Evaluation Strategies
Student Assessment
Teacher Evaluation
Program Evaluation
Final Thoughts

Chapter 12. Getting Started
Context
Self-Assessment
First Steps
Advanced Steps
Some Examples of Getting Started
Teaching as a Subversive Activity
Final Thoughts

Epilogue
Appendix A: Sample TPSR Lesson Plans
Appendix B: TPSR Implementation Checklist
Appendix C: Kinesiology Career Club Workbook
Appendix D: Tool for Assessing Responsibility-Based Education (TARE) Post-Teaching Reflection Form
Appendix D: TPSR Feedback Form

Don Hellison, PhD, was a professor in the college of education at the University of Illinois at Chicago and was cofounder of the Teaching Personal and Social Responsibility Alliance. He worked extensively with high-risk youth, was a distinguished research fellow at Adelphi University, and was a visiting professor at numerous universities in the United States and in Canada. Much of Hellison’s work focused on the development, implementation, and evaluation of alternative physical activity program models that teach life skills and values, especially for underserved youth. He published numerous books, articles, and book chapters. Hellison received many awards, including the Gulick Medal (AAHPERD’s highest honor) and the International Olympic Committee’s President’s Prize. He received grant support for 25 projects, served on three editorial boards, and was editor of Quest for two years. He gave keynote addresses, made presentations at professional meetings, and conducted workshops for teachers and youth workers in most of the 50 U.S. states, several Canadian provinces, Israel, South Korea, Ireland, New Zealand, Australia, England, and Spain. He also served on numerous committees for several professional associations. Don Hellison passed away in 2018.

Paul M. Wright, PhD, is a professor in the department of kinesiology and physical education at Northern Illinois University (NIU). He has specialized in the teaching personal and social responsibility (TPSR) instructional model since 1996, when he began working with Don Hellison. His scholarship is very applied and relates directly to fields such as positive youth development, social and emotional learning, and sport for development. Wright also has interests in policy and program evaluation in relation to youth sport and physical activity. He has published over 100 articles and book chapters, consulted for organizations such as UNESCO, and received funding from agencies such as the Robert Wood Johnson Foundation and the U.S. Department of State. Reflecting the influence of his scholarship, he has been inducted as a fellow in the National Academy of Kinesiology and served as the chair of SHAPE America’s Research Council. Wright leads the Physical Activity and Life Skills (PALS) Group at NIU, which serves as an engine for engaged scholarship on these topics.

Tom Martinek, EdD, is a professor in the department of kinesiology at the University of North Carolina at Greensboro (UNCG). During his 47-year tenure at UNCG, Martinek has focused his research efforts on the social and psychological dynamics of teaching and coaching. Martinek's work has been published in journals such Research Quarterly for Exercise and Sport, Journal of Teaching in Physical Education, Journal of Sport and Exercise Psychology, Quest, The Urban Review, Physical Education and Sport Pedagogy, International Journal of Sport Science, and Community Youth Development Journal. He has also authored or coauthored five books. He has spent the past 31 years directing and teaching in youth development programs that have served over 600 underserved youth. He also provides preservice and in-service staff development programs for practitioners who work with at-risk and underserved children and youth. His work with kids is informed by his past research on teacher expectancy effects, learned helplessness, and resiliency of children and youth.

David Walsh, PhD, is a professor and the associate chair in the department of kinesiology at San Franciso State University. He specializes in physical activity–based youth development programs for youth in underserved urban communities. Walsh has almost 30 years of experience with the development of, implementation of, and research on the teaching personal and social responsibility (TPSR) model. He has published numerous book chapters and articles in journals such as Research Quarterly for Exercise and Sport; Quest; Journal of Physical Education, Recreation, and Dance; and Physical Education and Sport Pedagogy. He has given keynote speeches, lectures, and workshops in many of the U.S. states and internationally in Australia, England, New Zealand, Portugal, and Spain. His research includes successful university–community collaborations, innovative programs for helping youth envision positive possible futures, strategies for effective service learning, impact of physical activity–based youth development programs, and support of LGBTQIA+ youth in sport-based and physical activity–based programs. Walsh’s broader scholarship is related to teaching the TPSR model to preservice and in-service teachers.