Promoting

1
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

• Aim
• 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

• 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

• 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

• 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
(No Transcript)
14

• Self-control (mouth and temper)
• Include everyone
• Resolve conflicts peacefully

15

• Participating
• Trying new things
• Persisting through difficulty
• Giving good effort

16

• Setting and working toward goals
• Working independently
• Making good choices

17

• Leading others
• Considering welfare of group and others and not
  just self
• Compassion and empathy
• Helping and peer coaching

18

• Discuss ways to apply life skills in other
  settings such as
• Classroom
• Home/family
• Community/neighborhood
• Future/possible selves

19
(No Transcript)
20

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

21

• Participation
• Engagement
• Showing Respect
• Cooperation
• Encouraging Others
• Helping Others
• Leading
• Expressing Voice
• Asking for Help

22
But does tPSR work?
23

• 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

• 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

• 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

• 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

• 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

• 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

• Social Responsibility
• Use moral reasoning processes
• Engage in communitarian thinking and dialogue
• Take social action

31

• 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
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

• 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
• pwright_at_niu.edu
• http//www.niu.edu/cea/pals