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A major aspect of the TPSR model is its focus on student–teacher and student–student relationships. Given how we invite our students to share in the methods we use to teach, we are creating a situation through which we relinquish control and thus enhance student–teacher and student–student relationships. Similar to the reciprocal style, the teacher designs and communicates the task; however, in this style students assume a self-teaching role as they perform the task and then self-assess and ...
As the lessons progress, the teacher is mindful to provide students with opportunities to begin to transition to developmental stage 2 (TPSR Level III, self-direction). Although in developmental stage 1 it is often beneficial to maintain a somewhat teacher-centered approach (command style), we must also give students opportunities to work toward skill development in developmental stage 2. The style you choose will be influenced by your teaching philosophy, the learning styles of your students...
Once students are consistently demonstrating Level I and II behaviors, you should transition to the second developmental stage. Create deeper, more positive connections with students and nurture their personal and social growth with Using Physical Activity and Sport to Teach Personal and Social Responsibility. Using students to help guide the awareness talk is key in the development of youth leaders (Level IV).
These opportunities for caring and leadership take center stage during developmental stage 3. Caring and leadership can manifest themselves during all aspects of the lesson as students explore ways to engage in the learning process. The Create-a-Game activity meets the objectives of relationship time by providing opportunities for students to interact with each other constructively; it also meets the developmental stage 3 needs by providing opportunities for students to be self-directed and ...
The Kinesiology Career Club (KCC) is an extension of TPSR with the primary goal of helping inner-city youth envision and discover meaningful, positive “possible futures. Once phase one goals are mostly achieved, phase two begins to empower the students to take on the advanced TPSR responsibilities (Level III, goal setting; Level IV, leadership). Once phase two goals are mostly achieved, phase three continues to empower the students to work on TPSR Levels I through IV.
