The purpose of this pilot study was to compare traditional and TPSR-based physical education instruction on sport skill and personal and social responsibility attribute development in elementary students. Two third grade classes were randomly assigned to either intervention (e.g. Responsibility-Based PE) or traditional PE. The same basketball unit was taught to each class by the same physical education teacher. The intervention class was framed through Hellison?s Teaching Personal and Social Responsibility (TPSR) model. To assess the effects of teaching style (responsibility vs. traditional), average baseline responsibility scores and basketball skill scores were compared between intervention and traditional models using independent t tests. All data analyses were conducted on an intention-to-treat basis. There was a significant difference in post-intervention summary scores for TPSR (F = 42.71, p < 0.001). The sub-components of responsibility (selfcontrol, participation, effort, self-direction, and caring) all demonstrated significant differences at post-intervention (p < 0.001). There was a significant difference in post-intervention basketball skills summary scores (F = 11.85, p = 0.01). The passing (p = 0.016) and safety (p < 0.001) demonstrated significant differences at post-intervention. There was no difference at post-intervention for dribbling (p = 0.46) or shooting (p = 0.19). The TPSR-based instruction model produced significant improvements in motor skill development with the added benefit of developing personal and social responsibility skills.


Teaching Personal and Social Responsibility, Student Learning, Skill-Development, Physical Education,


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