Implementation of the

TPSR Model in an
Adapted PE Setting
Jordan Cox
 • Interests
• Sports, hiking, traveling, living an active and
adventurous lifestyle
• Previous Education
About Me • Bachelor’s of Science: Sociology
• Minor degrees in Anthropology and Religious
Studies
• Current Education
• Master’s in Kinesiology: Adapted Physical Education
 • How do my experiences fit together?
• Social science background has lead to a greater
understanding of people and how they operate
• A love for being active and adventurous has lead to
About Me a desire to share that love
• A growing desire to be an educator to spread a
passion for learning
• Adapted PE pieces these together with a population
I love spending time with
 • Adapted PE teachers play an integral roll in the personal
and social development of people with disabilities

What’s the • Problem is…

• Large case loads, minimal class time, and a lack of support
problem? • Behavior of students in class rely on many factor’s not in control
of the APE teacher
 • Don Hellison’s model of Teaching Personal and Social
Responsibility (TPSR)
Addressing the • Framework
problem • Implementation Techniques
• Possible Settings
 TPSR Framework

• Developed in a Physical Activity/Education setting to promote positive growth in

social skills, responsibilities, and character traits
• Uses 5 levels to define responsibility
1. Respect for the rights and feelings of others
2. Participation and effort
3. Self-direction
4. Caring about and helping others
5. Transferring outside the gym
 TPSR Framework

Teaching Progression Cumulative Approach

• Teacher context
• Levels can be taught in any order and
combination the teacher seems fit
• Example: Lesson can focus on both level 2
(participation) and level 4 (caring)
• Student context
• Students must demonstrate all previous levels
as well as present level
• Example: To reach level 3, students will be able
to explain how they demonstrated levels 1 and
2 as well as level 3
 • School PE classes
• Typical lesson plan
• Extended day programs
TPSR settings • Sports clubs, mentoring programs
• Diversion and organized sport programs
• Adapting for these student’s
 • Typical lesson plan
• Awareness talk
• Discussion about levels and the day’s activities
• Activity
TPSR • Includes opportunities for individual decision
making and puts levels in action
Implementation • Group meeting
Techniques • Discuss levels as a community, address challenges
and possible changes
• Self-reflection
• Gives opportunity to reflect on personal actions
• Possible use of journal or self-reflection sheet
 • Framework literature and research studies

Literature: • Past studies typically done with student’s who were “at risk”
• Majority done in a school PE setting
Overview • Used adaptation of typical lesson plan
 • TPSR model implementation increased awareness of
self-responsibility concepts in delinquency prone 4th
grade boys (Debusk & Hellison, 1989)
• Implementation lead to increase of self-efficacy in
Literature: student’s at risk of dropping out of school (Escarti,
Gutierrez, Pascual, & Marin, 2010)
Findings
• Teacher adherence to using the TPSR model as
foundation of teaching correlates to improvement in
participation, caring, etc. (Escarti, Llopis-Goig, & Wright,
2018)
 • TPSR model increases socially and personally
responsible behaviors in the gym/classroom, but has
difficulties transferring these values to outside of
Literature: original settings (Gordon, 2010)(Martinek, Schilling, &
Johnson, 2001)
Findings
• Difficulties transferring values outside of the gym may
be related to length of intervention (Hellison, & Walsh,
2002)
 • The purpose of this study is to implement
the TPSR model in an adapted PE class
with students with disabilities to
determine if using the techniques of
awareness talks, lessons based on the 5
Purpose levels of the TPSR model, self-reflections,
and group meetings will improve the
behaviors of the students in the class
during physical education.
 Will implementing the TPSR model in an
adapted PE class lead to an increase of
personally and socially responsible behavior in
class?
Will implementing the TPSR model in an
Research adapted PE class lead to an increase of
personally and socially responsible behavior
Questions outside of class?
Will implementing the TPSR model in an
adapted PE class have an effect on the level of
enjoyment students have in class?
 • Participants
Methods • Implementation techniques
Overview • Data collection
 • Demographics
• 14 middle school students in special education class
• Mild/moderate intellectual and learning disabilities
• Ethnically diverse neighborhood of Salt Lake City, UT
• APE class
Methods: • Once a week for 45 minutes

Participants • Typically held in school dance room, or outside if weather

permits
• Student behavior
• Students struggle with personally and socially responsible
behavior during class time
• Do not follow directions, speak out of turn, bicker with other
students, etc.
 • Duration
• Baseline 1: Lesson 1
• Intervention: Lessons 2-7

Methods: • Baseline 2: Lesson 8

• Classes will be taught by the researcher using the

Implementation TPSR model’s typical lesson plan
• Awareness talk, activity, self-reflection, group
meeting
 • Awareness talk
• Review 5 levels, check for comprehension,
Methods: discuss activity, relate activity to 5 levels
Implementation • Activity
• Puts levels in action, includes opportunities for
individual decision making when possible
 • Self-reflection
• Using the self-reflection sheet given to the
students
• Reading and writing aid given by researcher,
Methods: APE teacher, and paraprofessionals

Implementation • Self-reflection sheet also used for data

collection
• Group meetings
• Following self-reflection
• May be cut short or omitted due to class time
 Name Date

Please circle what level you believed you reached in class today.

0 1 2 3 4

If you stayed on level 0, Why?

Self-Reflection How did you reach level 1?

How did you reach level 2?

Sheet How did you reach level 3?

How did you reach level 4?

Do you believed you reached level 5 outside of class within the last week? Circle:

Yes No

Why did you/did you not reach level 5 this week?

On a scale from 1-5, how much fun did you have in class today?

1 2 3 4 5

Least fun Most fun

What did you like/dislike about class today?

 • Self- Reflection sheets
• Scale of 0-4 related to levels reached in class
• Yes/No related to level 5 outside of class
Methods: Data • Scale of 1-5 related to enjoyment of class

Collection • Researcher notes

• Continuous sampling to record inappropriate behaviors
• Refusal to participate
• Speaking out of turn
 Name Q1 (0-4) Q1 notes Q2 (1=Yes, 0=No) Q2 notes Q3 (1-5) Q3 notes
Pretest
• Data from self reflection
I don't really like
soccer, but I
I was helping my
I liked playing
Alexa 2 1 teachers shred 4
sheets will be collected participated to soccer.
papers.
and recorded in an excel play today.
spread sheet using this
format every week. I hit a ball on the I helped a boy to
Austin 0 1 5 I like soccer.
roof get to their car.

I was listening I did not have fun

Brianna 4 and I was being 1 I helped others. 3 because I was sad
nice. today.

Class Average 2.08 0.75 4.33

 Implementation of the TPSR model will lead
to an increase of personally and socially
responsible behavior in class.

Implementation of the TPSR model will lead

to an increase of personally and socially
Hypotheses responsible behavior outside of class.

Implementation of the TPSR model will lead

to an increase of the level of enjoyment
students have in class.
 Debusk, M., & Hellison, D. (1989). Implementing a physical education self-responsibility model for
delinquency-prone youth. Journal of Teaching in Physical Education, 8(2), 104-112. doi:10.1123/jtpe.8.2.104
Escartí, A., Gutiérrez, M., Pascual, C., & Marín, D. (2010). 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. The Spanish Journal of Psychology, 13(02), 667-676. doi:10.1017/s113874160000233x
Escartí, A., Llopis-Goig, R., & Wright, P. M. (2018). Assessing the implementation fidelity of a school-based
teaching personal and social responsibility program in physical education and other subject areas. Journal of
Teaching in Physical Education, 1-12. doi:10.1123/jtpe.2016-0200
Gordon, B. (2010). An examination of the responsibility model in a New Zealand secondary school physical

References education program. Journal of Teaching in Physical Education, 29(1), 21-37. doi:10.1123/jtpe.29.1.21
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Hellion, D., & Walsh, D. (2002). Responsibility-based youth programs evaluation: Investigating the
investigations. Quest, 54(4), 292-307. doi:10.1080/00336297.2002.10491780
Martinek, T., Schilling, T., & Johnson, D. (2001). Transferring personal and social responsibility of
underserved youth to the classroom. The Urban Review, 33(1), 29-45.
Martinek, T., & Hellison, D. (2016). Teaching personal and social responsibility: Past, present and future.
Journal of Physical Education, Recreation & Dance, 87(5), 9-13. doi:10.1080/07303084.2016.1157382
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responsibility. Champaign, IL: Human Kinetics.
Questions?