“What’s Worth Doing?”: A Qualitative Historical Analysis of the TPSR Model

K. Andrew R. Richards, Victoria N. Shiver

Research output: Contribution to journalArticlepeer-review

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.
Original languageEnglish (US)
Pages (from-to)300-310
Number of pages11
JournalJournal of Teaching in Physical Education
Volume39
Issue number3
DOIs
StatePublished - Jul 1 2020

Keywords

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

ASJC Scopus subject areas

  • Orthopedics and Sports Medicine
  • Physical Therapy, Sports Therapy and Rehabilitation
  • Education

Fingerprint Dive into the research topics of '“What’s Worth Doing?”: A Qualitative Historical Analysis of the TPSR Model'. Together they form a unique fingerprint.

Cite this