Applying the Personal and Social Responsibility Model-Based Program: Differences According to Gender between Basic...

Area of Science:

• Physical Education Pedagogy
• Sport Psychology
• Youth Development

Background:

• Physical education curricula increasingly focus on holistic student development.
• Integrating social-emotional learning into physical activity is crucial for well-being.
• The Teaching Personal and Social Responsibility (TPSR) framework offers a structured approach to fostering responsibility.

Purpose of the Study:

• To assess the TPSR program's effect on responsibility, psychological needs, motivation, life satisfaction, and physical activity intention.
• To investigate gender-based differences in response to the TPSR program.

Main Methods:

• Quasi-experimental design with an experimental (TPSR program, n=35) and control group (n=50).
• Intervention delivered over 8 months within physical education classes.
• Data collected on responsibility, basic psychological needs, motivation, life satisfaction, and physical activity intention.

Main Results:

• Significant improvements in personal responsibility were observed in the experimental group.
• Female students demonstrated significant gains in basic psychological needs and intrinsic motivation.
• No significant differences were reported for life satisfaction or intention to be physically active across groups.

Conclusions:

• The TPSR program effectively enhances personal responsibility in students participating in physical education.
• TPSR positively impacts female students' psychological needs and intrinsic motivation.
• Integrating TPSR into physical education curricula is recommended for holistic student development.