2026-04-27T21:43:38Zhttps://uvadoc.uva.es/oai/requestoai:uvadoc.uva.es:10324/237422021-07-06T08:22:22Zcom_10324_23595com_10324_5186com_10324_29291col_10324_23613
UVaDOC
author
Hayden, Laura A.
editor
Ediciones Universidad de Valladolid
2017-06-20T17:07:41Z
2017-06-20T17:07:41Z
2012
Agora para la educación física y el deporte, 2012, N.2, pags.264-281
1578-2174
http://uvadoc.uva.es/handle/10324/23742
264
2
281
Physical activity-based interventions are becoming more popular as a way to enhance academic and social success of students in schools in underserved areas and are likely to be sustainable or replicated when based on a conceptual framework (Domitrovich, Bradshaw, Greenberg, Embry, Poduska, & Ialongo, 2010). This study explored (i) the fidelity of Team Support, a physical activity-based program, to Hellisons Teaching Personal and Social Responsibility (TPSR) model and (ii) the perceived competencies developed through participation in Team Support. To explore the programs fidelity to Hellisons TPSR model, a protocol adherence rating scale was developed to gather quantitative and qualitative data on advisors behavior (n=15) in relation to Hellisons TPSR model. Using descriptive statistics and thematic analyses, the researchers found that the program adhered to Hellisons TPSR model. To explore the perceived competencies developed through participation in Team Support, interviews were conducted with individual students (n=12), two student focus groups (n=8 per group), and advisors of the program (n=9). Specific social, emotional, and academic areas of growth were identified in relation to Hellisons TPSR model.
spa
Attribution-NonCommercial-NoDerivatives 4.0 International
Developing responsibility using physical activity: a case study of Team Support
info:eu-repo/semantics/article
URL
https://uvadoc.uva.es/bitstream/10324/23742/1/AEFD-2012-2-DevelopingResponsibility.pdf
File
MD5
a76410c7c64ecb5c2240b088394f9926
351963
application/pdf
AEFD-2012-2-DevelopingResponsibility.pdf