Teaching personal and social responsibility through physical activity

224 Pages·2011·2.923 MB·English

by  Donald R Hellison

Third Edition
Teaching
Personal and Social
Responsibility
Through Physical Activity
Don Hellison
Human Kinetics
Library of Congress Cataloging-in-Publication Data
Hellison, Donald R., 1938-
Teaching personal and social responsibility through physical activity / Don Hellison. -- 3rd ed.
p. cm.
Rev. ed. of: Teaching responsibility through physical activity, c2003.
Includes bibliographical references and index.
ISBN-13: 978-0-7360-9470-2 (soft cover)
ISBN-10: 0-7360-9470-9 (soft cover)
1. Physical education and training--Sociological aspects--Study and teaching. 2. Responsibility--Study
and teaching. I. Hellison, Donald R., 1938- Teaching responsibility through physical activity. II. Title.
GV342.27.H45 2011
796.071--dc22
2010030868
ISBN-10: 0-7360-9470-9 (print)
ISBN-13: 978-0-7360-9470-2 (print)
Copyright © 2011, 2003, 1995 by Don Hellison
All rights reserved. Except for use in a review, the reproduction or utilization of this work in any form
or by any electronic, mechanical, or other means, now known or hereafter invented, including xerog-
raphy, photocopying, and recording, and in any information storage and retrieval system, is forbidden
without the written permission of the publisher.
Notice: Permission to reproduce the following material is granted to instructors and agencies who
have purchased Teaching Personal and Social Responsibility Through Physical Activity, Third Edition:
pp. 60, 75-76, 79, 80, 164, 166, 170, 178, and 187-195. The reproduction of other parts of this book
is expressly forbidden by the above copyright notice. Persons or agencies who have not purchased
Teaching Personal and Social Responsibility Through Physical Activity, Third Edition, may not
reproduce any material.
This book is a revised edition of Teaching Responsibility Through Physical Activity, Second Edition,
published in 2003 by Human Kinetics, Inc.
The Web addresses cited in this text were current as of September 2010, unless otherwise noted.
Acquisitions Editor: Scott Wikgren; Developmental Editor: Ray Vallese; Assistant Editors:
Derek Campbell and Rachel Brito; Copyeditor: Patsy Fortney; Indexer: Sharon Duffy; Permission
Manager: Dalene Reeder; Graphic Designer: Fred Starbird; Graphic Artist: Denise Lowry; Cover
Designer: Keith Blomberg; Visual Production Assistant: Joyce Brumfield; Photo Production
Manager: Jason Allen; Art Manager: Kelly Hendren; Illustrator: © Human Kinetics; Associate
Art Manager: Alan L. Wilborn; Printer: Sheridan Books
Printed in the United States of America 10 9 8 7 6 5 4 3 2 1
The paper in this book is certified under a sustainable forestry program.
Human Kinetics
Web site: www.HumanKinetics.com
United States: Human Kinetics, P.O. Box 5076, Champaign, IL 61825-5076
800-747-4457
e-mail: [email protected]
Canada: Human Kinetics, 475 Devonshire Road Unit 100, Windsor, ON N8Y 2L5
800-465-7301 (in Canada only)
e-mail: [email protected]
Europe: Human Kinetics, 107 Bradford Road, Stanningley, Leeds LS28 6AT, United Kingdom
[phone]
e-mail: [email protected]
Australia: Human Kinetics, 57A Price Avenue, Lower Mitcham, South Australia 5062
08 8372 0999
e-mail: [email protected]
New Zealand: Human Kinetics, P.O. Box 80, Torrens Park, South Australia 5062
0800 222 062
e-mail: [email protected]
E5167
Contents
Foreword  ix
Preface to the Third Edition  xi
Acknowledgments  xiii
p ∙ a ∙ r ∙ t
I
Ideas
Chapter 1 What’s Worth doing? . . . . . . . . . . . . . . . . .3
What’s Worth Doing in Our Professional Lives? . . . . . . . . . . . . . . . 3
Birth of Teaching Personal and Social Responsibility . . . . . . . . . . . 5
Toward a Working Theory-in-Practice . . . . . . . . . . . . . . . . . . . . . . . 6
After-School, Youth Development, and Alternative  
School Programs  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Influence of Related Social and Educational Issues . . . . . . . . . . . .10
There Are No Silver Bullets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
Take-Aways . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
Chapter 2 a Framework for Teaching Personal
and social Responsibility . . . . . . . . . . . . . 17
Core Values  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18
Assumptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
Levels of Responsibility  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Program Leader Responsibilities  . . . . . . . . . . . . . . . . . . . . . . . . . 22
Daily Program Format . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Other Aspects of the TPSR Framework  . . . . . . . . . . . . . . . . . . . . 28
Take-Aways . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
iii
···
iv Contents
Chapter 3 Levels of Responsibility . . . . . . . . . . . . . . 31
Progression of Levels  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 32
Cumulative Levels  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Five Levels  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Level Modifications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Levels and Empowerment  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Take-Aways . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
p ∙ a ∙ r ∙ t
II
sTRaTegIes
Chapter 4 daily Program Format . . . . . . . . . . . . . . . 49
Relational Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Awareness Talk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Physical Activity Plan  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Group Meeting  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Reflection Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Take-Aways . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Chapter 5 embedding Responsibility in
the Physical activity Content . . . . . . . . . . 63
Physical Activity Content . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Strategy Progression  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Level I Strategies  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Level II Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Level III Strategies  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Level IV Strategies  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
Level V Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Take-Aways . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
···
Contents v
Chapter 6 strategies for specific Problems
and situations . . . . . . . . . . . . . . . . . . . . . 87
Self-Reflection  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
Reflection-in-Action . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
Fattening Our Bag of Tricks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
Level I: Individual Discipline Problems  . . . . . . . . . . . . . . . . . . . . . 91
Level I: Conflict Resolution Strategies  . . . . . . . . . . . . . . . . . . . . . 96
Level II: Teaching by Invitation  . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
Level III: Struggles With Empowerment  . . . . . . . . . . . . . . . . . . . . 98
Level IV: Helping and Leadership Problems . . . . . . . . . . . . . . . . .100
Level V: Specific Problems Outside the Gym  . . . . . . . . . . . . . . . .101
Take-Aways . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .101
Chapter 7 Being Relational With Kids . . . . . . . . . . . 103
Four Relational Qualities  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .103
Having the Courage to Confront . . . . . . . . . . . . . . . . . . . . . . . . . .105
Relational Qualities and Relational Time  . . . . . . . . . . . . . . . . . . .106
Program Leader Qualities and Skills . . . . . . . . . . . . . . . . . . . . . . .106
Teaching Students With Different Cultural Backgrounds . . . . . . . .112
Take-Aways . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .114
p ∙ a ∙ r ∙ t
III
ImPLemenTaTIon
Chapter 8 TPsR in Pe Teacher education: one
Teacher’s explorations . . . . . . . . . . . . . . 117
Sarah Doolittle
Teaching TPSR in PE Teacher Education . . . . . . . . . . . . . . . . . . .118
Apprenticeship  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .120
Site-Based Practicum or Internship  . . . . . . . . . . . . . . . . . . . . . . .121
···
vi Contents
Conference Workshop or Short Course  . . . . . . . . . . . . . . . . . . . .122
One-Week Intensive Elective  . . . . . . . . . . . . . . . . . . . . . . . . . . . .123
Semester-Long Elective  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .124
Within a Required Activity Course  . . . . . . . . . . . . . . . . . . . . . . . .124
Within a Required On-Site Undergraduate Methods Course  . . . .125
Required Methods Course in an After-School Program  . . . . . . . .125
Framework for a Teacher Education Program . . . . . . . . . . . . . . . .126
Summary Thoughts  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .128
Take-Aways . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .130
Chapter 9 Coaching Clubs and other TPsR
Program structures . . . . . . . . . . . . . . . . 131
Coaching Clubs  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .132
Cross-Age Teaching and Leadership  . . . . . . . . . . . . . . . . . . . . . .138
TPSR in Organized Sport . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .139
Responsibility-Based Fitness Centers  . . . . . . . . . . . . . . . . . . . . .141
TPSR on the Playground and at Recess  . . . . . . . . . . . . . . . . . . .142
TPSR in the Classroom  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .142
Schoolwide Adoptions of TPSR  . . . . . . . . . . . . . . . . . . . . . . . . . .146
Take-Aways . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .147
Chapter 10 getting started . . . . . . . . . . . . . . . . . . . 149
Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .149
Self-Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .151
First Steps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .152
Advanced Steps  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .154
Teaching as a Subversive Activity . . . . . . . . . . . . . . . . . . . . . . . . .158
Take-Aways . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .159
···
Contents vii
Chapter 11 assessment and evaluation strategies . . . 161
with paul M. Wright
Student Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .162
Teacher Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .173
Program Evaluation  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .175
Take-Aways . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .180
Epilogue  183
Appendix: Assessment Tools  185
References and Resources  196
Index  203
About the Author  209

Foreword
Don Hellison’s career is unique in physical education teacher education. It is
most unusual in any profession to find someone who
■■ has an idea (in this case, the need to develop positive character traits
among youth);
■■ develops that idea into a beginning vision of key pedagogical strategies for
developing character among youth by helping them to, as he describes it,
take personal and social responsibility;
■■ searches for ways to put that vision into practice by implementing those
strategies with differing youth populations;
■■ is committed to examining the outcomes related to those strategies so as
to constantly modify the practices to better achieve the primary goals; and
■■ for 40 years has devoted all of his considerable talents to achieving that
vision and to sharing it with other professional educators so that they may
use some or all of his strategies in their own teaching.
Don has never wavered in his commitment to helping children and youth take
responsibility for their own behavior. He started in the early 1970s with general
goals and ideas shared in his book Humanistic Physical Education (1973); then
provided more detail about strategies for practice in Beyond Balls and Bats (1978).
I first met Don at an AAHPERD convention in California in the mid-1970s. We
had been asked to debate humanist and behaviorist approaches to physical
education. He was a committed humanist, and I was a committed behaviorist.
The primary outcome for each of us was the beginning of a strong and enduring
friendship and the understanding that, although our approaches differed, we
shared similar values and could learn from each other. We also discovered that
we had actually played high school baseball against each other in the spring of
1955 in the West Suburban conference outside Chicago.
We have done several other “debate shows” at AAHPERD conventions, but they
have typically focused on the similarities of what we do rather than the differ-
ences. Don discovered that when you attempt to effect change among students
in the real world, you have to offer students methods for gaining control over
their behavior before they can work toward developing and valuing self-control
and responsibility. I found that when you develop behavioral programs for stu-
dents, you have to understand that they all have hopes, dreams, and problems
and that behavioral management programs have to take those into consideration
to be successful.
Don’s work is thoroughly grounded in the important and relevant literature on
youth development, and his own work has served to substantially increase the
literature base in that area. Among his many admirable qualities, what stands
out most to me has been his perseverance, shown through his own field work
with troubled youth, his work to train physical educators and youth workers to
ix
···
x    Foreword
implement his model, and his unambiguous commitment to the world of practice.
This edition adds specific information for professionals who work in the emerg-
ing physical activity domains. Don always took his ivory tower to gymnasiums,
fitness centers, and playing fields as quickly as possible!
As usual, this new edition continues to show more fully developed techniques
and strategies enabling teachers and youth workers to be more successful in
their endeavors to help children and youth develop qualities of character that
substantially increase their chances to grow up successfully.
It has been my privilege to have Don as a friend and colleague. His unique
contributions to physical education have no parallel in my professional lifetime.
We all owe him our thanks.
—Daryl Siedentop