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Australian Implementation of the Teaching Personal and Social Responsibility Pedagogical Model in Physical Education:
Sonja Maric1,2, Wayne Cotton1, Louisa Peralta1
1Faculty of Arts and Social Science, University of Sydney, Sydney, Australia.
Background:
Interventions targeting the psychomotor domain of learning have been the most dominant in the physical education (PE) discipline. However, as PE also incorporates a holistic perspective of student development, a gap has emerged where interventions targeting social outcomes are not frequently analysed. Social outcomes have been of particular interest for interventions conducted in PE.
Objective:
This study will evaluate the impact of an intervention designed to enhance social outcomes among Australian school students. The intervention will be shaped by the teaching personal and social responsibility (TPSR) framework. This framework has lacked representation within the Australian context, creating a gap and an opportunity to explore its impact on the social behaviors of Australian students.
Methods:
This study will use a nonrandomized controlled trial design with a qualitative evaluation to assess feasibility and acceptability. Data will be collected through student surveys, student focus groups, and teacher reflection journals. Two schools in New South Wales, Australia, will participate by implementing the TPSR framework in their programs. Schools will include classes in stages 3 and 4 of the intervention, involving approximately 90 students from each school. Both schools are located in Sydney, New South Wales: one is a government high school, and the other is an independent K-12 school. To address feasibility and accessibility concerns, the intervention will be delivered during regularly scheduled PE classes. It will be facilitated by students' regular PE teachers, who will also participate in ongoing professional development and be involved in a co-design process with the research team. Primary outcomes include reporting on personal responsibility, social responsibility, and leadership behaviors, measured using two tools: (1) the Tool for Assessing Responsibility-Based Education and (2) the Personal and Social Responsibility Questionnaire. A secondary outcome, enjoyment, will be assessed using the Physical Activity Enjoyment Scale-Physical Education version. Feasibility and accessibility will also be examined as secondary outcomes.
Results:
This intervention study will demonstrate the impact of TPSR on social outcomes among Australian school participants. Students will also receive a briefing, and parental permission will be sought before intervention commencement. Students will be involved in the intervention for the duration of term 3 (10 weeks).
Conclusions:
This protocol paper outlines the approach to implementing and evaluating the TPSR intervention among Australian school participants. One anticipated strength of the intervention is the ability to apply the framework to different settings, including schools, school sport, and community organizations. Longitudinal follow-up assessment will be critical in determining the long-term impact of the intervention on behavioral changes among participants.
Trial Registration:
Australian New Zealand Clinical Trials Registry ACTRN12624000858594p; anzctr.org.au/Trial/Registration/TrialReview.aspx?id=387883.
International Registered Report Identifier (Irrid):
PRR1-10.2196/67924.
