Teaching Personal and Social Responsibility Through Physical Activity
Datos Bibliográficos
| ID | 23398998 |
|---|---|
| Autores | Don Hellison (autor de correspondencia) |
| Año | 2011 |
| Fecha de publicación | 2011-01-01 |
| Open Access | No |
| Tipo | BOOK |
| Revista | Teaching Personal and Social Responsibility Through Physical Activity (SOURCE_BOOK) |
| Editorial | Human Kinetics (PUBLISHER) |
| DOI | 10.5040/9781718208919 |
| OpenAlex | W2954105377 |
| ISBN | 9781718208919 |
| Idioma | EN |
| Citas recibidas | 156 |
Teaching Personal and Social Responsibility Through Physical Activity, now entering its third edition, attests to author Don Hellison's ability to shape and develop character and responsibility in children. Perhaps the success of Hellison's book can be attributed to his status not only as a highly respected scholar-activist but as a teacher who worked in the trenches with inner-city kids. Kids in any situation will benefit from the thoroughly updated material in this edition, which presents practical, proven, easy-to-implement ideas for teaching personal and social responsibility (TPSR) in school, after school, and in alternative settings. It also supplies direction in teaching affective and social moral goals, an in-depth look into teaching character development and values, and a method for helping students develop personal and social responsibility. Teaching Personal and Social Responsibility Through Physical Activity offers much new material: • Strategies for alternative schools, afterschool programs, and the emerging youth development movement • Vignettes sprinkled throughout the chapters, written by TPSR instructors in various settings • Several chapters that have been completely overhauled • An expanded assessment chapter to help readers evaluate the impact of TPSR on their kids and apply the strategies • One new chapter on combining responsibility-based youth development with teacher preparation in physical education In addition, the book features “Kid Quotes” to help readers understand how kids respond to the TPSR approach, as well as forms and charts to help readers put the ideas and strategies to use. The result is a field-tested book that is the accepted curricular model in the field—and a resource that will enable teachers to help their students grow into solid citizens both personally and socially.
Moral responsibility · Pedagogy · Personal development · Physical education · Political science · Public relations · Social responsibility · Sociology · Law · Psychology · Youth Development and Social Support
La percepción del conflicto escolar en tres comunidades de aprendizaje
What is Physical Education in Primary Schools in Aotearoa/New Zealand
Relationships among peer- relatedness, self-confidence, peer victimization, social anxiety and school satisfaction in American high school students
Sensitivity, shared purpose, and learning community
‘The elephants in the room’
Impact of a model-based paralympic sports project in physical education on primary school pupils’ attitudes, self-efficacy, and intentions toward inclusion of peers with physical disabilities
Student choice and barriers to physical activity in Latino boys in the Reach after-school program
Teachers’ sensemaking in implementation of Meaningful Physical Education
A narrative inquiry into the experience of negotiating the dominant stories of physical education
Playing Fair
Sporting intervention and social change
Getting more comfortable in an uncomfortable space’
Deporte e Inclusión Social
Facilitating social skills in urban school children through physical education
Beyond violence prevention in inner-city physical activity programs
Transferring responsibility in primary school physical education
Physical Activity During the School Day
A Flipped Classroom
Physical Education Teacher Training Within Juvenile Detention Centers
Cultivating character through physical education using memetic, progressive and transformative practices in schools
Precariedade e a necessidade de pedagogias críticas afetivas na Educação Física
Building respect, fairness, and collaboration through physical education
Ref! Could You Help Me?’—Building a Positive Climate by Referees during Floorball Competitions in Youth Sport
Portuguese Physical Literacy Assessment Questionnaire (PPLA-Q) for adolescents (15–18 years) from grades 10–12
Implementation of a Hybrid Educational Program between the Model of Personal and Social Responsibility (TPSR) and the Teaching Games for Understanding (TGfU) in Physical Education and Its Effects on Health
The Effects of the Active Values Program on Psychosocial Aspects and Executive Functions
Expanding Participation in Inclusive Physical Education
Exploring the Impact of a TPSR Program on Transference of Responsibility Goals within a Preschool Setting
Personal and Social Responsibility Model
Cultivating physical literacy and prosocial behavior through basketball
Implementation of a Model-Based Programme to Promote Personal and Social Responsibility and Its Effects on Motivation, Prosocial Behaviours, Violence and Classroom Climate in Primary and Secondary Education
The Role of Novelty Satisfaction in Distance Physical Education During the Covid-19 Pandemic
Fostering Holistic Development with a Designed Multisport Intervention in Physical Education
Applying the Personal and Social Responsibility Model-Based Program
The Seneb’s Enigma
Fostering Youth Female Athletes’ Decision-Making Skills through Competitive Volleyball
Future Academic Expectations and Their Relationship with Motivation, Satisfaction of Psychological Needs, Responsibility, and School Social Climate
Enhancing Learner Motivation and Classroom Social Climate
Personal and Social Responsibility Programme Effects, Prosocial Behaviours, and Physical Activity Levels in Adolescents and Their Families
Associations between crowded loneliness, difficulties in emotion regulation, and individual–social responsibility
The Sport Education Model in the Development of Psychosocial Factors in Primary School
Teaching Life Skills in Physical Education within Different Teaching Traditions
Restorative justice as transformative practice in physical education scholarship
‘It’s About Bringing People Together’
What do we know about pedagogical models in physical education so far? An umbrella review
Collaborative inquiry for change
‘Being a team, working together, and being kind’
Making sense of the alignment of social justice beliefs, theory, and pedagogy
Social and emotional learning for underserved children through a sports-based youth development program grounded in teaching personal and social responsibility
Measuring meaningfulness in physical education
Transforming physical education
Developing a socially-just teaching personal and social responsibility (TPSR) approach
Discontinuity, risk, patience, and appeal
‘Socially afraid of talking about social justice’
Co-creating strategies for enacting trauma-aware pedagogies with pre-service physical education teachers
Preservice teachers’ learning to implement culturally relevant physical education with the teaching personal and social responsibility model
Effects of a unit of circus activities through a hybridization of cooperative learning and self-made material
Reflecting on student reflections in physical education practice
Lessons learned teaching social and emotional learning in physical education teacher education
Coaches’ perceptions of sport education
Positive youth development through sport and physical education
The enactment of the Socially-Just Teaching Personal and Social Responsibility (SJ-TPSR) approach in physical education teacher education
Coach as youth development specialist
Integrating education for sustainable development in physical education
Physical Education Teacher Education Students’ Perceptions of Competencies for Sustainable Development in Their Degree Program
Self-Efficacy Experiences of Graduate Students Working in a Sport-based Leadership Program at a Youth Prison
Let’s Play! Exploring the Impact of Summer Day Camp Participation on the Physical and Psychosocial Experiences of Diverse Urban Youth
Game On! Promoting Holistic Student Development in Sport Education Using a Hybrid Model Approach
Social and Emotional Learning as an Integrated Part of Physical Education
A Dozen Reasons for Including Conceptual Physical Education in Quality Secondary School Programs
Responding to Trauma in and through Physical Education
Preparing the Next Generation of Health and Physical Educators through Trauma-Informed Programs
Physical Education Response to Intervention
Advocating for Physical Education Through Visibility and Relationship Building
We Are What we Teach
Implementing and Marketing an Online Social–Emotional Learning Yoga Program
Navigating Student-Initiated Negotiations
Beyond Lip Service
Implementing the Teaching Personal and Social Responsibility Model Through Fitness Units in Physical Education
Becoming a Student of Your Students
We Are What We Teach
Teaching Physical Education During Ramadan Observance
Fostering Resilient Learners by Implementing Trauma-Informed and Socially Just Practices
Reinvigorating Outdoor Physical Education with the SHAPE America National Standards
Merging Social and Emotional Learning with Comprehensive School Physical Activity Programming in an Elementary School
Active Exploration in Physical Education
Social–Emotional Learning Through Adventure Education in Pete
For Those Who Would Normally Sit Out
“One Good Idea”
Restorative Practice in Health and Physical Education
Implementing Long-Term Athletic Development Within K–12 Physical Education
Reframing Resistance Training Curricula in Schools
Developing Out-of-School, Community-Based Physical Activity Programs for Youth From Communities Affected by Poverty
Teaching Social Justice Through TPSR
An Alternative Conceptualization of the Teaching Personal and Social Responsibility Model
Incorporating Stillness During Physical Education Class
Principles and Strategies of Reflective Journaling in a Youth Leadership Program
Strengthening the Connection between Differentiated Instruction Strategies and Teaching Personal and Social Responsibility
Strategies and methods for teaching values transference from physical education to the classroom and home
What Can Cooperative Learning Do? Embedding the SDGs in University Physical Education in China
| Obras citantes distintas | 156 |
|---|---|
| Citas por año | 5,2 |
| Intervalo de citas | 1996 - 2026 (31) |
| Velocidad de citación | current |
| Altamente citado | Sí |
| Tipos de cita | Neutras: 134 |