Implementation of the Personal and Social Responsibility Model to Improve Self-Efficacy during Physical Education Classes for Primary School Children

Home
Contents
Volume 10 Num. 3

Volume 10 Num. 3 - October 2010

Implementation of the Personal and Social Responsibility Model to Improve Self-Efficacy during Physical Education Classes for Primary School Children

Volume 10 Num. 3 - October 2010 - Pages 387-402

Authors:

Amparo Escart? , Melchor Guti?rrez , Carmina Pascual , Ram?n Llopis

amparo.escarti@uv.es

Abstract:

This study analyzes the application of personal and social responsibility (TPSR) model to primary school physical education classes during an academic year, in order to evaluate its relevance as a method of teaching responsibility and to measure its effects on the pupils? self-efficacy. The participants were 42 students (11 and 12 years old). The intervention group and the comparison group were two intact physical education classes, located in the same area. The teacher in charge of delivering the intervention participated in an in-depth interview. The Multidimensional Scales of Perceived Self-Efficacy were administered to each of the participants before and after the program. The results showed that the TPSR model was an effective teaching instrument that helped teachers to structure classes and promoted the learning of responsibility behavior by the students. A significant increase was observed in the self-regulatory efficacy of intervention group participants. The implications of this study are discussed.

Key words:

School-based intervention programs, positive youth development, adolescence, physical education.

Full Article

English (PDF)

International Journal of Psychology and Psychological Therapy

Volume 10 Num. 3 - October 2010