PMID- 35711854
OWN - NLM
STAT- PubMed-not-MEDLINE
LR  - 20220716
IS  - 2624-9367 (Electronic)
IS  - 2624-9367 (Linking)
VI  - 4
DP  - 2022
TI  - Students' Perceptions of Learning Life Skills Through the Teaching Personal and 
      Social Responsibility Model: An Exploratory Study.
PG  - 898738
LID - 10.3389/fspor.2022.898738 [doi]
LID - 898738
AB  - PURPOSE: Physical education (PE) lags behind community-based sport and physical 
      activity programs in the integration of positive youth development (PYD) 
      principles and practices such as teaching transferable life skills. However, 
      research and educational policy indicates this can and should be part of the PE 
      curriculum. Therefore, there is a significant need to explore students' 
      perceptions and experiences about learning life skills within the PE context. In 
      the current study, an intervention based in a wellestablished PYD approach called 
      Teaching Personal and Social Responsibility (TPSR), was delivered to assess these 
      issues. METHODS: The current study was conducted in the mid-western U.S. 
      Participants were 122 adolescent students (m = 60, f = 62; M = 12.48 years, SD = 
      0.97 years) in intervention and control classes. For the intervention, a PE 
      teacher received training on the TPSR approach to promote life skills, while the 
      control teacher received no training and participated in usual practices. Pre- 
      and post-surveys were distributed that examined student perceptions about 
      learning life skills, and supplemental systematic observations were recorded to 
      capture the intervention teacher's fidelity to the TPSR model. RESULTS: Results 
      indicated that the intervention group students' perceptions of in-class 
      experiences with life skills such as problem solving, emotional regulation, 
      effort, goal setting, identity experiences, time management, and promoting social 
      norms were enhanced overtime, compared to the control group. CONCLUSION: PE is in 
      a unique position to promote PYD in the school curriculum by teaching of life 
      skills. In this case, participants in the intervention group demonstrated 
      learning personally and socially responsible behaviors across the course of 15 PE 
      lessons. Future research should examine if changed in-class perceptions about 
      life skills can foster use of these skills outside of the PE setting.
CI  - Copyright (c) 2022 Jacobs, Wright and Richards.
FAU - Jacobs, Jennifer M
AU  - Jacobs JM
AD  - Department of Kinesiology and Physical Education, Northern Illinois University, 
      DeKalb, IL, United States.
FAU - Wright, Paul M
AU  - Wright PM
AD  - Department of Kinesiology and Physical Education, Northern Illinois University, 
      DeKalb, IL, United States.
FAU - Richards, K Andrew R
AU  - Richards KAR
AD  - Department of Kinesiology and Community Health, University of Illinois at 
      Urbana-Champaign, Champaign, IL, United States.
LA  - eng
PT  - Journal Article
DEP - 20220527
PL  - Switzerland
TA  - Front Sports Act Living
JT  - Frontiers in sports and active living
JID - 101765780
PMC - PMC9197241
OTO - NOTNLM
OT  - models-based instruction
OT  - positive youth development (PYD)
OT  - professional development (PD)
OT  - social and emotional learning (SEL)
OT  - values-based education
COIS- The authors declare that the research was conducted in the absence of any 
      commercial or financial relationships that could be construed as a potential 
      conflict of interest.
EDAT- 2022/06/18 06:00
MHDA- 2022/06/18 06:01
PMCR- 2022/05/27
CRDT- 2022/06/17 02:34
PHST- 2022/03/17 00:00 [received]
PHST- 2022/05/06 00:00 [accepted]
PHST- 2022/06/17 02:34 [entrez]
PHST- 2022/06/18 06:00 [pubmed]
PHST- 2022/06/18 06:01 [medline]
PHST- 2022/05/27 00:00 [pmc-release]
AID - 10.3389/fspor.2022.898738 [doi]
PST - epublish
SO  - Front Sports Act Living. 2022 May 27;4:898738. doi: 10.3389/fspor.2022.898738. 
      eCollection 2022.