“What's worth doing?”: A qualitative historical analysis of the TPSR model

Author ORCID Identifier

K. Andrew R. Richards:https://orcid.org/0000-0003-3045-6001

Victoria Shiver:https://orcid.org/0000-0001-9362-2738

Publication Title

Journal of Teaching in Physical Education

ISSN

02735024

E-ISSN

15432769

Document Type

Article

Abstract

Purpose: The authors sought to trace the development of the teaching personal and social responsibility (TPSR) model from its initial conception by Don Hellison as a humanistic approach to teaching physical education to the current version of the model through qualitative historiography. Methods: Data sources included: (a) books written by Don, (b) sources that discussed the evolution of the model, and (c) supplemental texts that are important to the TPSR literature. Results: The authors identified four phases of TPSR model development: (a) setting the stage for a humanistic approach through practical inquiry, (b) moving beyond balls and bats to developing a model focused on the affective domain, (c) further defining humanistic goals and teaching strategies, and (d) continuous tinkering in the context of a living model. Discussion/Conclusions: Lessons learned about the model are discussed in relation to practical inquiry, and recommendations are made related to the future of the TPSR model.

First Page

300

Last Page

310

Publication Date

7-1-2020

DOI

10.1123/JTPE.2019-0215

Keywords

Don Hellison, Humanistic physical education, Models-based practice, Practical inquiry, Qualitative historiography

Department

Department of Kinesiology and Physical Education (KNPE)

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