The TPSR Model
Personal Growth Through Physical Education
Teaching Personal and Social Responsibility
TPSR is a curriculum and instructional model developed by Don Hellison (1938-2018), Professor Emeritus at the University of Illinois at Chicago in the United States. He developed this model through his direct experience working with children and youth from marginalized communities.
TPSR is applied by physical education teachers, coaches and youth workers around the world. It has been field-tested in school based physical education as well as in after-school and community-based programs. The practical effectiveness of the model, and its unique approach to empowering students, makes it appealing to practitioners. Moreover, the base of empirical and theoretical literature supporting the model is rapidly expanding.
The aim of this model is to help students develop holistically as they learn to be responsible for the ways they conduct themselves and treat other people. Typically, physical activity is used as a vehicle to teach students life skills that they can practice in the gym and transfer to other settings such as school, community and home life. Transfer of life skills is the ultimate goal.
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Goals & Uses
What is The Goal of TPSR?
This model promotes holistic development by teaching students responsibility for their actions and interactions. Physical activity serves as a tool for building life skills, which they practice in the gym and apply in school, community, and home life. The ultimate goal is skill transfer beyond physical activity.
Who Uses the TPSR Model?
TPSR is used worldwide by physical education teachers, coaches, and youth workers. It has been tested in schools, after-school programs, and community settings. Its effectiveness and student empowerment approach make it popular among practitioners, with growing research supporting its impact.
Responsibility Goals
The primary goals of the model, often referred to as Levels of Responsibility (Hellison, 2011), are listed below along with examples of objectives, or life skills, connected to them.
Respect for the rights and feelings of others
• Controlling temper, impulses, etc.
• Including others.
• Resolving conflicts peacefully.
Self-motivation
• Participating in all activities.
• Putting forth effort.
• Persisting in difficult tasks.
Self-direction
• Working independently.
• Setting and working toward goals.
• Making good choices.
Caring
• Helping others.
• Leading or teaching others.
• Considering welfare of others.
Transfer ‘outside the gym’
• Understanding the value and relevance of these skills beyond the program setting.
• Applying these skills beyond the program setting.
Get Involved
Questions?
Reach Out.
Daily Program Format
TPSR programs should follow this lesson format to assure opportunities for students to exercise and learn about personal and social responsibility.
Relational Time
Either before or after the lesson or whenever possible (e.g., informal chats, one-on-one time, etc.).
Awareness Talk
To formally open the session and ensure that the participants understand the true purpose of the program (e.g., taking responsibility).
Physical Activity Plan
With TPSR woven into the physical activities (e.g., embedding responsibility roles/concepts).
Group Meeting
Near the end of class so that students can express their opinions about the day’s activities and processes and how to make improvements (e.g., students provide feedback to their peer-leaders
and vice versa).
Self-Reflection Time
To close the class so that students can evaluate how personally and socially responsible they were that day (e.g., the teacher might have students share their self-reflections at this time verbally, with a hand signal - thumb up for ‘great,’, sideways for ‘OK’ or down for ‘needs work’ – or writing in a reflective journal).
Assumptions
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Personal and social development is not automatic: Progress requires responsibility-based goals, strategies and teacher qualities.
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Less-is-more guideline, a program with a few goals will have more effect than one with many goals.
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Embedding TPSR ideas and strategies in the physical activity content knowledge, pedagogical skills and activities we teach and coach.
Program Leader Responsibilities
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Gradual empowerment.
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Self-reflection.
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Embedding TPSR in the physical activities.
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Promoting transfer.
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Being relational with children and youth.