Comparing effects of a TPSR training program on prospective physical education teachers’ social goals, discipline and autonomy strategies in Spain, Chile and Costa Rica

Background: Conflict prevention, respect, tolerance and acceptance of others should be basic outcomes in any educational context. Physical Education (PE) has the potential to be one of the curricular subjects that could help students meet these goals. However, teachers need to use appropriate instru...

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Autores: Hortigüela Alcalá, David, Río Fernández, Javier, González Calvo, Gustavo, Pérez Pueyo, Ángel
Formato: artículo
Estado:Versión aceptada para publicación
Fecha de publicación:2019
País:España
Recursos:Universidad de Burgos (UBU)
Repositorio:Repositorio Institucional de la Universidad de Burgos (RIUBU)
OAI Identifier:oai:riubu.ubu.es:10259/7977
Acesso em linha:http://hdl.handle.net/10259/7977
Access Level:acceso abierto
Palavra-chave:Personal and social responsibility
Pedagogical model
Social goals
Discipline
Autonomy
Cooperative learning
Enseñanza superior
Deportes
Education, Higher
Sports
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spelling Comparing effects of a TPSR training program on prospective physical education teachers’ social goals, discipline and autonomy strategies in Spain, Chile and Costa RicaHortigüela Alcalá, DavidRío Fernández, JavierGonzález Calvo, GustavoPérez Pueyo, ÁngelPersonal and social responsibilityPedagogical modelSocial goalsDisciplineAutonomyCooperative learningEnseñanza superiorDeportesEducation, HigherSportsBackground: Conflict prevention, respect, tolerance and acceptance of others should be basic outcomes in any educational context. Physical Education (PE) has the potential to be one of the curricular subjects that could help students meet these goals. However, teachers need to use appropriate instructional approaches like Teaching for Personal and Social Responsibility (TPSR). Purpose: The objectives of this study were two: (1) to compare the impact of TPSR training on social goals, discipline strategies and autonomy support of future PE teachers from Spain, Chile and Costa Rica; and (2) to assess participants’ perceptions of their country's social, cultural and curricular aspects that may influence TPSR implementation. Participants and settings: 156 prospective PE teachers (48 from Spain, 54 from Chile and 54 from Costa Rica), with an average age of 21.41 ± 2.57 years, agreed to participate. 88 (54%) were males, while 75 (46%) were female. They were enrolled in teacher training programs in three different universities located in three different countries: (i) Faculty of Education of the University of Burgos (Spain); (ii) Nursery School of the University of Valparaiso (Chile) and (iii) School of Physical Education and Sports of San José (Costa Rica). All students experienced the same TPSR intervention program, conducted by the same university teacher. Research design: This study followed a quasi-experimental, pre-test/post-test non-equivalent research design with mixed methods. Data collection: Three validated questionnaires were used to obtain quantitative information from the participants before and after the training program. Qualitative information was obtained from three discussion groups conducted with the participating students (one from each country). Data analysis: Statistical analysis of quantitative data was conducted with the statistical package SPSS (version 22.0), while content analysis and constant comparison were used to assess qualitative data. Findings: The prospective PE teachers from the three countries held different views of the effects of the TPSR program on social goals, discipline strategies and autonomy support, and they were based on socio-cultural considerations of the subject (PE), the teachers’ academic training and their professional identity as teachers on each country. Spanish and Costa Rican PE teachers demonstrated a significant positive change in their perspectives on discipline strategies, and Chilean PE teachers demonstrated a significant positive change in their perception of social goals after experiencing a TPSR intervention. Conclusion: If cultural context is considered, TPSR can be an effective teacher training approach related to discipline strategies, social goals and autonomy support in PE.Routledge, Taylor & Francis Group202320232019info:eu-repo/semantics/articleinfo:eu-repo/semantics/acceptedVersionapplication/pdfhttp://hdl.handle.net/10259/7977reponame:Repositorio Institucional de la Universidad de Burgos (RIUBU)instname:Universidad de Burgos (UBU)InglésPhysical Education and Sport Pedagogy. 2019, V. 24, n. 3, p. 220-232https://doi.org/10.1080/17408989.2018.1561837Atribución-NoComercial 4.0 Internacionalhttp://creativecommons.org/licenses/by-nc/4.0/info:eu-repo/semantics/openAccessoai:riubu.ubu.es:10259/79772026-05-28T07:56:11Z
dc.title.none.fl_str_mv Comparing effects of a TPSR training program on prospective physical education teachers’ social goals, discipline and autonomy strategies in Spain, Chile and Costa Rica
title Comparing effects of a TPSR training program on prospective physical education teachers’ social goals, discipline and autonomy strategies in Spain, Chile and Costa Rica
spellingShingle Comparing effects of a TPSR training program on prospective physical education teachers’ social goals, discipline and autonomy strategies in Spain, Chile and Costa Rica
Hortigüela Alcalá, David
Personal and social responsibility
Pedagogical model
Social goals
Discipline
Autonomy
Cooperative learning
Enseñanza superior
Deportes
Education, Higher
Sports
title_short Comparing effects of a TPSR training program on prospective physical education teachers’ social goals, discipline and autonomy strategies in Spain, Chile and Costa Rica
title_full Comparing effects of a TPSR training program on prospective physical education teachers’ social goals, discipline and autonomy strategies in Spain, Chile and Costa Rica
title_fullStr Comparing effects of a TPSR training program on prospective physical education teachers’ social goals, discipline and autonomy strategies in Spain, Chile and Costa Rica
title_full_unstemmed Comparing effects of a TPSR training program on prospective physical education teachers’ social goals, discipline and autonomy strategies in Spain, Chile and Costa Rica
title_sort Comparing effects of a TPSR training program on prospective physical education teachers’ social goals, discipline and autonomy strategies in Spain, Chile and Costa Rica
dc.creator.none.fl_str_mv Hortigüela Alcalá, David
Río Fernández, Javier
González Calvo, Gustavo
Pérez Pueyo, Ángel
author Hortigüela Alcalá, David
author_facet Hortigüela Alcalá, David
Río Fernández, Javier
González Calvo, Gustavo
Pérez Pueyo, Ángel
author_role author
author2 Río Fernández, Javier
González Calvo, Gustavo
Pérez Pueyo, Ángel
author2_role author
author
author
dc.subject.none.fl_str_mv Personal and social responsibility
Pedagogical model
Social goals
Discipline
Autonomy
Cooperative learning
Enseñanza superior
Deportes
Education, Higher
Sports
topic Personal and social responsibility
Pedagogical model
Social goals
Discipline
Autonomy
Cooperative learning
Enseñanza superior
Deportes
Education, Higher
Sports
description Background: Conflict prevention, respect, tolerance and acceptance of others should be basic outcomes in any educational context. Physical Education (PE) has the potential to be one of the curricular subjects that could help students meet these goals. However, teachers need to use appropriate instructional approaches like Teaching for Personal and Social Responsibility (TPSR). Purpose: The objectives of this study were two: (1) to compare the impact of TPSR training on social goals, discipline strategies and autonomy support of future PE teachers from Spain, Chile and Costa Rica; and (2) to assess participants’ perceptions of their country's social, cultural and curricular aspects that may influence TPSR implementation. Participants and settings: 156 prospective PE teachers (48 from Spain, 54 from Chile and 54 from Costa Rica), with an average age of 21.41 ± 2.57 years, agreed to participate. 88 (54%) were males, while 75 (46%) were female. They were enrolled in teacher training programs in three different universities located in three different countries: (i) Faculty of Education of the University of Burgos (Spain); (ii) Nursery School of the University of Valparaiso (Chile) and (iii) School of Physical Education and Sports of San José (Costa Rica). All students experienced the same TPSR intervention program, conducted by the same university teacher. Research design: This study followed a quasi-experimental, pre-test/post-test non-equivalent research design with mixed methods. Data collection: Three validated questionnaires were used to obtain quantitative information from the participants before and after the training program. Qualitative information was obtained from three discussion groups conducted with the participating students (one from each country). Data analysis: Statistical analysis of quantitative data was conducted with the statistical package SPSS (version 22.0), while content analysis and constant comparison were used to assess qualitative data. Findings: The prospective PE teachers from the three countries held different views of the effects of the TPSR program on social goals, discipline strategies and autonomy support, and they were based on socio-cultural considerations of the subject (PE), the teachers’ academic training and their professional identity as teachers on each country. Spanish and Costa Rican PE teachers demonstrated a significant positive change in their perspectives on discipline strategies, and Chilean PE teachers demonstrated a significant positive change in their perception of social goals after experiencing a TPSR intervention. Conclusion: If cultural context is considered, TPSR can be an effective teacher training approach related to discipline strategies, social goals and autonomy support in PE.
publishDate 2019
dc.date.none.fl_str_mv 2019
2023
2023
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/acceptedVersion
format article
status_str acceptedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/10259/7977
url http://hdl.handle.net/10259/7977
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Physical Education and Sport Pedagogy. 2019, V. 24, n. 3, p. 220-232
https://doi.org/10.1080/17408989.2018.1561837
dc.rights.none.fl_str_mv Atribución-NoComercial 4.0 Internacional
http://creativecommons.org/licenses/by-nc/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Atribución-NoComercial 4.0 Internacional
http://creativecommons.org/licenses/by-nc/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Routledge, Taylor & Francis Group
publisher.none.fl_str_mv Routledge, Taylor & Francis Group
dc.source.none.fl_str_mv reponame:Repositorio Institucional de la Universidad de Burgos (RIUBU)
instname:Universidad de Burgos (UBU)
instname_str Universidad de Burgos (UBU)
reponame_str Repositorio Institucional de la Universidad de Burgos (RIUBU)
collection Repositorio Institucional de la Universidad de Burgos (RIUBU)
repository.name.fl_str_mv
repository.mail.fl_str_mv
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