Tips for resolving conflicts in physical activity settings
Sometimes, conflicts can be negotiated during the group meeting, but often it is difficult to solve an issue with the whole class chiming in. Additionally, many conflicts are potentially too volatile to negotiate in that setting.
Effectively evaluate a teaching personal and social responsibility program
Evaluating the effectiveness of a TPSR program is no simple task. After-school and community-based programs often serve small numbers of students and have high turnover rates. In fact, the more committed program leaders are to working with underserved youth, the less likely they are to have a program that lends itself to a “clean” evaluation. However, process-oriented evaluations conducted by TPSR program leaders themselves are common and often quite valuable.
This edition of Teaching Personal and Social Responsibility Through
Physical Activity presents proven ideas for teaching personal and
social responsibility in school and other settings. It also supplies
direction to professionals 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.
If you are a member of the HK Rewards Program, when buying a new print edition of this book, you
will be granted the option for downloading the e-book edition at no additional charge. Learn more.
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 in the trenches working 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.
Preface to the Third Edition
Part I: Ideas
Chapter 1. What’s Worth Doing?
What’s Worth Doing in Our Professional Lives?
Birth of Teaching Personal and Social Responsibility
Toward a Working Theory-in-Practice
After-School, Youth Development, and Alternative School Programs
Influence of Related Social and Educational Issues
There Are No Silver Bullets
Chapter 2. A Framework for Teaching Personal and Social Responsibility
Levels of Responsibility
Program Leader Responsibilities
Daily Program Format
Other Aspects of the TPSR Framework
Chapter 3. Levels of Responsibility
Progression of Levels
Levels and Empowerment
Part II: Strategies
Chapter 4. Daily Program Format
Program Leader Responsibilities and the Daily Format
Physical Activity Plan
Chapter 5. Embedding Responsibility in the Physical Activity Content
Physical Activity Content
Level I Strategies
Level II Strategies
Level III Strategies
Level IV Strategies
Level V Strategies
Chapter 6. Strategies for Specific Problems and Situations
Fattening Our Bag of Tricks
Level I: Individual Discipline Problems
Level I: Conflict Resolution Strategies
Level II: Teaching by Invitation
Level III: Struggles With Empowerment
Level IV: Helping and Leadership Problems
Level V: Specific Problems Outside the Gym
Chapter 7. Being Relational With Kids
Four Relational Qualities
Having the Courage to Confront
Relational Qualities and Relational Time
Program Leader Qualities and Skills
Teaching Students With Different Cultural Backgrounds
Part III: Implementation
Chapter 8. TPSR in Physical Education Teacher Education: One Teacher’s Explorations
Teaching TPSR in Physical Education Teacher Education
Site-Based Practicum or Internship
Conference Workshop or Short Course
One-Week Intensive Elective
Within a Required Activity Course
Within a Required On-Site Undergraduate Methods Course
Required Methods Course in an After-School Program
Framework for a Teacher Education Program
Chapter 9. Coaching Clubs and Other TPSR Structures
Cross-Age Teaching and Leadership
TPSR in Organized Sport
Responsibility-Based Fitness Centers
TPSR on the Playground and at Recess
TPSR in the Classroom
Schoolwide Adoptions of TPSR
Chapter 10. Getting Started
Teaching as a Subversive Activity
Chapter 11. Assessment and Evaluation Strategies
About the Author
Supplemental text for college PE methods or curriculum courses; primary
text for class management, behavior management, and teaching
responsibility courses. Resource for K-12 PE teachers, classroom
teachers, youth workers, administrators, and coaches who inspire to
Don Hellison, PhD, is a professor in the college of education at
the University of Illinois at Chicago and codirector of the Teaching
Personal and Social Responsibility (TPSR) Alliance. He has extensive
experience working with high-risk youth, was a distinguished research
fellow at Adelphi University, and has been a visiting professor at
numerous universities in the United States and in Canada.
Much of Hellison’s work focuses on the development, implementation, and
evaluation of alternative physical activity program models that teach
life skills and values, especially for underserved youth.
He has published six books and numerous articles and book chapters.
Hellison has received many awards, including the Gulick Medal (AAHPERD’s
highest honor) and the International Olympic Committee’s President’s
Prize. He has received grant support for 25 projects, served on three
editorial boards, and was editor of Quest for two years. He has given
keynote addresses, made presentations at professional meetings, and
conducted workshops for teachers and youth workers in most of the 50
states, several Canadian provinces, and Israel, Korea, Ireland, New
Zealand, Australia, England, and Spain. He has also served on numerous
committees for several professional associations.