“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
Journal of Teaching in Physical Education
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.
Don Hellison, Humanistic physical education, Models-based practice, Practical inquiry, Qualitative historiography
R. Richards, K. Andrew and Shiver, Victoria N., "“What's worth doing?”: A qualitative historical analysis of the TPSR model" (2020). NIU Bibliography. 538.
Department of Kinesiology and Physical Education (KNPE)