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For the purposes of our teaching we’re thinking of responsible behavior as helping our students exhibit respect, accept and meet challenges, and work with others in a team environment. The levels that represent these behaviors have become my structure for managing behavior and integrating character education into my physical education classes. (This level combined Hellison’s level II participation and III self-direction.)
The job of teaching children responsible behavior is increasingly falling to schools. Physical educators have the exciting challenge of leading the way in teaching responsible social behavior to children. My passion for integrating literature into physical education and the power of social stories came together when I wrote the three children’s stories that teach social skills in the physical education setting.
"What’s worth doing in school physical education (PE) and afterschool physical activity (PA) programs?" are questions Don Hellison raises in the third edition of his classic work Teaching Personal and Social Responsibility Through Physical Activity. Sandy Hagenbach, author of Teaching Children Responsible Behavior: A Complete Toolkit, writes, "Teaching responsible personal and social behavior can make a teacher or leader’s job easier, more effective, and more rewarding.
However, process-oriented evaluations conducted by TPSR program leaders themselves are common and often quite valuable. For these reasons, process-oriented evaluations conducted by TPSR program leaders themselves are common and often quite valuable. Depending on a program leader’s context and reason for evaluating the program (e.g., for research, funding, oversight, program improvement, or assessing impact), it is usually wise to draw on multiple sources of evidence.
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...
