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The main objective of this research was to analyze the impact and development of intervention programs based on the Teaching Personal and Social Responsibility (TPSR) model within the school context. A systematic review was conducted in seven international databases. The keywords "TPSR" and "Education" were used in different combinations with other terms. Following the review process, 21 research studies met the eligibility criteria and were analyzed. Studies outside of USA represented most of the studies included in this review. The results showed the importance of continuing professional development and the fidelity of the implementations to achieve greater adherence to the TPSR model (teachers) and improvements in different dimensions (students): behavioral, psychological, social, and affective. Interdisciplinary and multidisciplinary application of TPSR could enhance the effects and benefits of TPSR.

IntroductionConsidering the theory of self-determination and its relationship with human motivation and the play-based approach (PBA), a training program is implemented in young middle and long-distance running athletes with play activities (simple tasks with rules in a ludic mood). The objectives were (1) to analyze the effects of a PBA on the autonomy support interpersonal teaching style (ASITS) perceived by athletes, the psychological variables of satisfaction of basic psychological needs, motivation, enjoyment and intention to continue practicing athletics and depending on sex, and (2) know the athletes' perception of this methodology after the intervention.MethodQuasi- experimental design with a sample of 50 athletes (27 women and 23 men) with 17.22 average of age and federated at the regional level.InstrumentsAutonomy Support Scale (ASS), Psychological Need Satisfaction in Exercise Scale (PNSE), Behavior Regulation in Sports Questionnaire (BRSQ), Measure of Intention to be Physically Active (MIPA) and Intrinsic Satisfaction in Sports Questionnaire (ISSQ).ResultsSignificant changes were identified in favor of the experimental group compared to the control group in ASITS and autonomous motivation. Over time, only the experimental group showed positive changes in the ASITS variable, self-determination index, autonomous motivation, and intention to continue practicing athletics. The women in the experimental group presented higher values in the self-determination index, autonomous motivation and intention to continue practicing athletics, while the women in the control group only in the ASITS variable in the pre-test. The young people who practiced playing during the warm-up reported high levels of fun and motivation, and interest in the activity, as well as concern about being prepared for the main part of the session.DiscussionIt is suggested to athletic trainers to use a PBA in athletics groups at a regional level to promote an ASITS and its positive consequences at both a psychosocial and cognitive level, although new studies are required, and of longer duration to be able to contrast these findings and their effects on athletic performance.

Objective: The aim of this review was to summarize the process and results of the Region of Murcia's 2022 Report Card on Physical Activity for Children and Youth. Methods: Indicators from the Global Matrix initiative (Overall Physical Activity, Organized Sport & Physical Activity, Physical Fitness, Active Play, Active Transport, Sedentary Behaviors, Family & Peers, School, Community & Environment, and Government) were evaluated based on the best available data in the Region of Murcia. Results: Active play was the indicator with the highest grade (B+), followed by Organized Sport & Physical Activity (B) and Active Play (B). School and Family and Peers indicators obtained a C+ and C grade, respectively. Both Community and Environment and Sedentary Behaviors indicators received a D+ grade. The grade for Overall Physical Activity and Government indicators was D. Physical Fitness was the indicator with the lowest grade of this Report Card (D−). None of the indicators received an incomplete grade (INC) because of a lack of available information. Conclusions: The present Report Card offers evidence highlighting the low level of physical activity in Spanish children and adolescents living in the Region of Murcia. Further studies and surveillance efforts are urgently needed for most of the indicators analyzed, which should be addressed by researchers and the Region of Murcia's Government for this specific population. A strong commitment from the Government of the Region of Murcia is needed at all levels to promote a cultural change that will lead children and young people in this region to improve the current situation.

We analyzed the motivational climate perceived by a group of young athletes and its relationship with adaptive and inhibitory aspects of behavior, pointing out the differences according to sex and age. The sample comprised 681 players (14-17 years) from different Spanish basketball and handball clubs, who responded to standardized tests on their adaptive resources to the perception of the climate constructed by their coaches. The results showed that, as a greater task-involving climate is perceived, the satisfaction of basic psychological needs increases (mainly relatedness), while the aversive causes of fear of failure decrease (mainly the fear of losing the interest of others and the fear of angering significant others). Girls showed statistically significant differences in the levels of task-involving climate and relatedness satisfaction, while boys showed significantly more ego-involving climate, fear of having an uncertain future, fear of losing the interest of others, and fear of angering significant others. Regarding age, differences in task climate were only found in favor of younger athletes (14-15 years). This study underlines the coach's educational role in young athletes. The promotion of a task climate favors relatedness and decreases the motives and the occurrence of cognitive-emotional processes of fear of failure in young athletes.

The main objective of this research was to analyze the impact and development of intervention programs based on the Teaching Personal and Social Responsibility (TPSR) model within the school context. A systematic review was conducted in seven international databases. The keywords "TPSR" and "Education" were used in different combinations with other terms. Following the review process, 21 research studies met the eligibility criteria and were analyzed. Studies outside of USA represented most of the studies included in this review. The results showed the importance of continuing professional development and the fidelity of the implementations to achieve greater adherence to the TPSR model (teachers) and improvements in different dimensions (students): behavioral, psychological, social, and affective. Interdisciplinary and multidisciplinary application of TPSR could enhance the effects and benefits of TPSR. [ABSTRACT FROM AUTHOR]

El presente estudio tuvo como objetivo identificar posibles perfiles de responsabilidad en estudiantes adolescentes y la relación de estos con variables prosociales, con la empatía, la violencia y la percepción de actividad física practicada. Se empleó una muestra de 296 estudiantes de diferentes centros educativos (138 chicos y 158 chicas) de edades entre los 10-17 años (M = 12.60; DT = 1.65) en los que se valoró la responsabilidad personal y social a través del Personal and Social Responsibility Questionnaire, las habilidades sociales con el Inventario de Habilidades Sociales para Adolescentes, la empatía por medio de la versión en castellano del Interpersonal Reactivity Index, la percepción de violencia escolar con el Cuestionario de Violencia Escolar Cotidiana y el nivel de actividad física percibida, así como el ejercicio físico practicado (Escala de AF comparativa y Physician-based Assessment and Counseling for Exercise). El análisis de perfiles confirmó un perfil con “alta responsabilidad” y otro perfil con “baja responsabilidad”. El MANOVA mostró valores significativamente superiores en las conductas prosociales, la empatía y la percepción de actividad física realizada en el perfil de “alta responsabilidad”. Fomentar estos valores podría ser clave para la mejora del clima de convivencia en los centros educativos y la promoción de un estilo de vida saludable.

Purpose: To investigate how a physical activity education program based on the teaching personal and social responsibility (TPSR) model affected disruptive behaviors in teenagers. Method: A total of 338 students (13-15 years old) from the 672 recruited completed a 4-month TPSR-model-based program during their physical education lessons. Disruptive behavior was recorded through systematic observation. Results: The students from the TPSR-model-based group reduced their violent behaviors (physical aggressions, verbal aggressions, interrupting, and total behaviors) after the intervention, whereas the control group remained the same. Conclusions: The TPSR school-based intervention was efficient in improving coexistence in terms of decreasing violent behaviors (physical and verbal aggressions) and undisciplined behaviors (continual interruptions of lessons) in students. The novel approach used to objectively assess emerging behaviors enriched the quality and validity of the quantitative data. Future research should address the use of objective assessment when conducting TPSR-model-based programs.

Introduction: Considering the theory of self-determination and its relationship with human motivation and the play-based approach (PBA), a training program is implemented in young middle and long-distance running athletes with play activities (simple tasks with rules in a ludic mood). The objectives were (1) to analyze the effects of a PBA on the autonomy support interpersonal teaching style (ASITS) perceived by athletes, the psychological variables of satisfaction of basic psychological needs, motivation, enjoyment and intention to continue practicing athletics and depending on sex, and (2) know the athletes' perception of this methodology after the intervention. Method: Quasi- experimental design with a sample of 50 athletes (27 women and 23 men) with 17.22 average of age and federated at the regional level. Instruments: Autonomy Support Scale (ASS), Psychological Need Satisfaction in Exercise Scale (PNSE), Behavior Regulation in Sports Questionnaire (BRSQ), Measure of Intention to be Physically Active (MIPA) and Intrinsic Satisfaction in Sports Questionnaire (ISSQ). Results: Significant changes were identified in favor of the experimental group compared to the control group in ASITS and autonomous motivation. Over time, only the experimental group showed positive changes in the ASITS variable, self-determination index, autonomous motivation, and intention to continue practicing athletics. The women in the experimental group presented higher values in the self-determination index, autonomous motivation and intention to continue practicing athletics, while the women in the control group only in the ASITS variable in the pre-test. The young people who practiced playing during the warm-up reported high levels of fun and motivation, and interest in the activity, as well as concern about being prepared for the main part of the session. Discussion: It is suggested to athletic trainers to use a PBA in athletics groups at a regional level to promote an ASITS and its positive consequences at both a psychosocial and cognitive level, although new studies are required, and of longer duration to be able to contrast these findings and their effects on athletic performance. [ABSTRACT FROM AUTHOR]

Purpose: To assess the impact of a sustained Teaching for Personal and Social Responsibility program in Physical Education. Method: There were 72 primary and secondary education students (11-13 years), enrolled in two different schools, and their four teachers were randomly distributed into an experimental group (n = 35) and a nonequivalent group (n = 37) by their schools' administration. A pre-/posttest, repeated-measures nonequivalent group design was used. The two teachers of the experimental group implemented a Teaching for Personal and Social Responsibility program, whereas the two teachers of the nonequivalent group used Direct Instruction in their classes over four consecutive learning units (29 sessions, 5 months). Results: Students in the experimental group significantly increased their personal and social responsibility (p < 0.01), self-determined motivation (p < 0.01), basic psychological needs satisfaction (competence, autonomy, and relatedness; p < 0.01), sportsmanship (p < 0.05), and intention to be physically active outside school (p < 0.05). Conclusion: The Teaching for Personal and Social Responsibility program was more able to increase students' self-determined motivation and to generate positive psychosocial consequences than the Direct Instruction approach

Based on the framework of the self-determination theory, the present study aimed to test a predictive model in the Ecuadorian sports context by using autonomy support as a trigger, which was mediated by basic psychological needs and later by autonomous motivation. This procedure was used to predict the intention to be physically active and was carried out on 280 athletes from the province of Azuay (Ecuador) aged between 12 and 20 years (M = 15.28; SD = 1.71). Different scales were used to measure the perception of the interpersonal style of autonomy supported by the coach. The scales employed included the degree of satisfaction of basic psychological needs, motivation to practice sports, and intention to be physically active. A structural equation analysis revealed that perceived autonomy support positively predicted basic psychological needs, which in turn positively predicted autonomous motivation and, as a result, the athletes’ intentions to be physically active. It was concluded that coaches’ support for the interpersonal style of autonomy can benefit the development of basic psychological needs as well as autonomous motivation, which in turn can increase young athletes’ intentions to be physically active. Future research is also recommended to verify this predictive model and to encourage further experimental studies in which coaches promote autonomy support for athletes intending to increase their adherence to practising sports.

Los educadores que integran la actividad física (AF) dentro del aula estimulan a sus alumnos y crean un ambiente sugerente. El objetivo de este estudio fue constatar el resultado de un programa de metodología activa basado en los descansos activos (DDAA) (activity breaks) para evidenciar: a) el efecto de las estrategias planteadas por el docente, b) las características de los ejercicios físicos propuestos y c) las respuestas que genera en el alumnado durante el periodo de actividad física. Participaron un docente tutor (6.º de educación primaria) de un centro educativo de la región de Murcia y un total de 26 alumnos de entre 11 y 13 años (M = 11.95; DT = 0.63). El programa se administró durante 12 semanas con diferentes procedimientos en el horario lectivo (12 sesiones/semana). El enfoque de metodología mixta (mixed methods) permitió combinar el análisis cuantitativo de la implementación de los DDAA, con una lista de control evaluativa y el análisis cualitativo del resultado de las conductas interactivas aparecidas, mediante la metodología observacional (MO) sistemática. Los resultados mostraron que los DDAA implicaban motrizmente de modo intenso al alumnado mediante la combinación de habilidades motrices, variaciones posturales e interrelaciones diversas. Al mismo tiempo, se constató que el docente aplicó con mayor frecuencia las estrategias de promoción de la actividad física en el aula correspondientes a: la interrupción de la clase, el movimiento como interacción social, la propuesta con una estructura concreta, la participación activa y la vuelta a la calma. Se concluyó que el programa de DDAA puede ser adecuado para aumentar la participación motriz, así como la interacción social y cognitiva del alumnado durante las clases lectivas

El objetivo de este estudio fue analizar el resultado de una intervención docente basada en la hibridación del modelo pedagógico de responsabilidad personal y social (MRPS) con la estrategia innovadora de la gamificación. Mediante un análisis metodológico mixto (Mixed Methods), que consiste en la combinación de la observación de la interacción docente-discente y cuestionarios motivacionales del alumnado, se evidenció el efecto de esta formulación innovadora didáctica sobre participantes de ambos géneros. La muestra estuvo compuesta por 55 alumnos de un centro educativo de la provincia de Murcia (28 chicas y 27 chicos) de entre 13 y 17 años (M : 14.29; DT : .875) de 2 cursos de 2º y 3º de ESO. Se realizó un análisis observacional de la actuación e interacción del docente-discente, grabando en vídeo diez sesiones codificadas con el instrumento de observación de responsabilidad personal y social (SORPS) y registradas con el software LINCE PLUS, para obtener los patrones temporales (t-patterns) de la conducta docente con el software Theme versión 6. Edu. La escala de motivación educativa en secundaria (EME-S) se administró para analizar la motivación autodeterminada de los estudiantes y los datos fueron introducidos en el programa estadístico SPSS v.22.0 para su posterior análisis. Los resultados mostraron una prevalencia de cesión de autonomía y responsabilidad en las conductas del docente a los participantes, que generó una motivación más autodeterminada entre el alumnado. Se concluyó que la aplicación de un programa basado en la hibridación del modelo pedagógico MRPS y la gamificación resulta efectiva para mejorar sus niveles de autonomía, responsabilidad y motivación.

The objective of this study was to analyze the motivational profiles of Physical Education (PE) students and assess differences based on the perception of the support of autonomy, the intention to be physically active, satisfaction with classes, gender, age, and extracurricular sports activities. A cross-sectional descriptive study was carried out with a sample of 2621 students, aged 8 to 18 years (M = 14.16, SD = 2.28). An analysis of profiles was implemented, taking into account the motivation and the index of psychological mediators. The result of the cluster analysis gave a solution to four motivational profiles: high quality (n = 1094), low quantity (n = 292), low quality (n = 555), and high quantity (n = 680). Students grouped in the high quantity and quality profile presented higher levels of autonomy support, physical activity intention, enjoyment, and lower levels of boredom. Male participants, younger students, and those who participated in extracurricular activity were associated with self-determined profiles. In conclusion, the importance of promoting the satisfaction of basic psychological needs and autonomous motivation in PE classes is highlighted, in order to achieve higher values in terms of autonomy support, the intention to be physically active, enjoyment, and to reduce boredom levels in students.

There is a growing concern about the increasing decline in physical activity among adolescents. In the search for variables that may be related to physical activity, this study examined the influence of physical self-concept on objectively measured moderate-to-vigorous physical activity (MVPA) of adolescents through the mediation of the needs satisfaction and two types of autonomous motivation, for academics and for physical education. Data were collected from 618 students (301 boys and 317 girls) aged 10–14 years from 24 secondary schools in Spain. The path analysis results showed that physical self-concept positively predicted needs satisfaction and this, in turn, was positively and significantly related to the two types of autonomous motivation. Finally, only the autonomous motivation for physical education significantly and positively predicted the adolescents’ MVPA. Our findings showed that there was no evidence of an indirect effect of physical self-concept on MVPA. The results are discussed along the lines of the self-determination theory, through the analysis of the role of physical self-concept in increasing adolescents’ physical activity.

La finalidad de este estudio es conocer los niveles de deportividad, violencia escolar cotidiana y responsabilidad personal y social en los estudiantes de primaria y secundaria. La muestra estuvo compuesta por 672 estudiantes (382 chicos y 290 chicas), con edades comprendidas entre los 12 y los 16 años de edad (M ± DE = 13.99 ± 1.75), de 16 centros educativos de la región de Murcia. Los participantes pertenecían a 6º de primaria y 3º de ESO y rellenaron la versión española de la Escala multidimensional de orientaciones a la deportividad para medir dicha variable; el Cuestionario de violencia escolar cotidiana; y la traducción al español del Cuestionario personal y social, Responsibility Questionnaire, para medir esta variable. Los resultados mostraron unos niveles medios-altos en deportividad, unos índices bajos en violencia sufrida frente a violencia observada, cuyos valores son medio-altos y, unos niveles altos en cuanto a la responsabilidad, con valores superiores en responsabilidad social. Se encontraron relaciones positivas y significativas entre las cinco dimensiones de deportividad con las dos dimensiones de responsabilidad. Por otro lado, las dimensiones de violencia sufrida y observada correlacionaron negativa y significativamente con las cinco dimensiones de deportividad y las dos dimensiones de responsabilidad. De este modo, se sugiere la implementación de modelos pedagógicos orientados a la educación en valores como la responsabilidad o la deportividad para poder reducir la violencia escolar.

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El estilo interpersonal del docente de educación física puede condicionar los comportamientos afectivos, cognitivos y comportamentales de los estudiantes. Así, bajo el sustento de la teoría de la autodeterminación, el objetivo de este estudio ha sido realizar una revisión sistemática sobre el apoyo de autonomía en las clases de educación física. Para ello, se ha realizado una revisión de 17 artículos científicos procedentes de las bases de datos de Web of Science, Scopus y Science Direct, donde se miden los efectos que el estilo interpersonal del profesor de educación física tiene sobre los estudiantes. En los estudios se evidenció que el apoyo a la autonomía del docente de educación física genera en los estudiantes mayores niveles de satisfacción de las necesidades psicológicas básicas, especialmente la autonomía percibida, además de la motivación intrínseca, las emociones y pensamientos positivos de sí mismo, las intenciones de realizar actividad física en el tiempo libre y el comportamiento futuro hacia la práctica deportiva.

The aim of this study was to assess the relationships among the motivational profile, the coach’s interpersonal style and the intention to be physically active in young athletes. A sample of 254 athletes (mean age of 12.81 years), who used to participate in official competitions, was used. The measurements taken were of the young athletes’ perception of the interpersonal style of the coach, satisfaction of basic psychological needs, motivation towards sports practice and intention to be physically active. Bivariate correlation, cluster and multivariate analyses were carried out. The cluster analysis revealed two profiles: one with high self-determined motivation and greater values of autonomy support, competence, relatedness and intention to be physically active, and another less self-determined cluster that showed low levels of competence, relatedness and intention to be physically active. It is suggested that adding some strategies based on autonomy support to training with athletes may ensure adherence to sports practice.

El objetivo de este estudio fue conocer los efectos, condicionantes y propuestas de mejora del Modelo de responsabilidad personal y social (MRPS) basado en la opinión del profesorado que han implementado este modelo. Dieciséis profesores de educación física, tras recibir un programa formativo, aplicaron el modelo a 315 estudiantes de primaria y secundaria. Se desarrollaron entrevistas grupales con los profesores participantes. El profesorado opinó que se produjeron cambios en la actitud y en los valores del alumnado y en las destrezas del profesorado. El tipo de contenido, el perfil y la edad del alumno y la experiencia del profesor fueron condicionantes para determinar la aplicación del modelo mientras que el tiempo de la sesión, los cambios en la intervención del profesor, la incertidumbre del proceso y el comportamiento del alumno lo determinan durante su desarrollo. Para mejorar el modelo se propone su aplicación desde el inicio del curso escolar y en todos los cursos y asignaturas.

Numerous investigations show the need to intervene with school children and young students in order to mitigate socio-educational difficulties such as social conflict, and public health problems such as sedentary lifestyles and childhood obesity. This study seeks to explain the rationale and protocol of an educational programme called “ACTIVE VALUES” as an intervention strategy for the reduction of sedentary lifestyles and the promotion of education in values in schools. The present research used a mixed methods approach with a quasi-experimental design of repeated measures (pre-test and post-test), with a non-randomised control group (CG) and an experimental group (EG). The sample was composed of approximately 250 students and 30 teachers from different autonomous communities in Spain, divided into EG and CG. The EG implemented a teaching methodology based on the incorporation of Active Breaks (AB) into the structure of the Teaching Personal and Social Responsibility (TPSR) model, during one academic year, while the CG used conventional teaching based on the direct instruction teaching technique. A specific two-stage professional development procedure was followed: (1) initial training and (2) continuing professional development (CPD). The fidelity of the programme was checked by observational analysis of the sessions which were analysed by two observers with expertise in educational research and active methodologies. Currently, “ACTIVE VALUES” is the first study that examines the effectiveness of an educational programme that integrates into the teaching methodology, elements that foster education in values and promote healthy lifestyle habits through physical-sports activity within the classroom.

«El proceso de enseñanza y el éxito del aprendizaje están estrechamente vinculados a factores cognitivos y motivacionales. Este estudio tuvo como propósito poner a prueba un modelo multinivel en estudiantes de Educación Superior sobre la relación de la organización docente y las dimensiones del grit, mediada por la competencia percibida. Participaron 3.033 estudiantes de cinco países, a los que se les midió la utilidad y organización del docente, la competencia y el grit. Los resultados muestran que, a nivel individual, la organización por parte del profesorado centrada en la utilidad se relacionó positivamente con el grit del estudiante cuando estaba mediada por la competencia percibida. Se sugiere que el profesor mejore su tarea organizativa docente, pues genera mayores logros en el estudiante a través del impacto positivo sobre su competencia.

Schools are ideal environments to promote healthy lifestyles and teach values among students. In this sense, the present study aims to verify the result of an Active Break program (AB) within the Teaching Personal and Social Responsibility (TPSR) Model in the school environment. The sample consisted of two teachers/tutors from the sixth year of Primary Education and 51 pupils, aged between 11 and 13 years, who were divided into an experimental group (n = 26) and a control group (n = 25). The intervention program lasted 3 months, in which the hybridised methodology was applied during 100% of the weekly classes, computing a total of 156 sessions by the end of the study. It was a quasi-experimental study design that used a mixed methodology combining a systematic observational analysis with semi-structured interviews. The results showed an evolution in the behaviour of the teacher from the experimental group from a controlling style to one centred on the transfer of autonomy, while the teacher from the control group primarily used strategies based on the imposition of tasks and the establishment of organisation, which caused an increase in disruptive behaviours among students. We conclude that the program is adaptable to Primary Education and can be extended to any educational environment to improve the classroom climate and attract the attention of students and, finally, allows for the promotion of new teaching strategies.

Physical activity (PA), body composition and sedentary behavior may affect the health of children. Therefore, this study examined the effect of an educational hybrid physical education (PE) program on physical fitness (PF), body composition and sedentary and PA times in adolescents. A 9-month group-randomized controlled trial was conducted in 150 participants (age: 14.63 ± 1.38 years) allocated into the control group (CG, n = 37) and experimental group (EG, n = 113). Cardiorespiratory fitness, speed, strength, agility, flexibility and body mass index (BMI) were assessed through previously validated field tests. Sedentary time, PA at school and afterschool were evaluated with the Youth Activity Profile-Spain questionnaire. Significant differences were observed concerning to the CG in APA-weekend (p = 0.044), speed-agility (p = 0.005) and agility (p = 0.008). Regarding the intervention, cardiorespiratory fitness (p = 0.000), speed-agility (p = 0.000), strength (p = 0.000), flexibility (p = 0.000), agility (p = 0.000), PA in school (p = 0.011), APA-weekday (p = 0.001), APA-weekend (p = 0.000), APA-week (p = 0.000), and sedentary time (p = 0.000) increased significantly in the EG. The use of a hybrid program based on teaching personal and social responsibility and gamification strategies produced enhancements in cardiorespiratory fitness, agility, speed, APA-weekdays and APA-weekends, reducing the sedentary time.

The aim of this study was to assess the relationships among motivational profiles, their responsibility levels, the school social climate and resilience, and the differences according to gender and age of students from different secondary schools in Spain. A sample of 768 students (mean age of 13.84 years), 314 boys (46.1%) and 354 girls (53.9%) was used. The measurements taken concerned: personal and social responsibility, basic psychological need satisfaction, motivation, resilience and school social climate. Bivariate correlation, cluster and multivariate analyses were carried out. The cluster analysis was made using the Motivation toward Education Scale with its different variables (intrinsic, identified, introjected, external motivation and amotivation), revealing four profiles: low quality (1, low values in all motivational variables except in amotivation), low quantity (2, low values), high quantity (3, high values), and high quality (4, high values except in amotivation). The contrast in comparisons shows differences in resilience, personal and social responsibility, teacher climate and school climate (p < .001). The group with the highest values in resilience, basic psychological needs, responsibility and school social climate was that with a high quality profile. There were statistical differences in all variables with respect to the low quantity and low quality groups (p < .001), while the high quantity group showed statistical differences only in personal and social responsibility (p < .001). The low quality group had the lowest values among all the variables, with statistical differences with respect to all groups (p < .001). On the other hand, there were more boys than girls associated with high quantity, without differences in their age. In conclusion, high quality motivation profiles (those with high or low amotivation values and high values in autonomous and controlling motivation), also have a higher satisfaction of basic psychological needs. Moreover, these students are more resilient, show more responsibility and enhance the school/teaching social climate, while low quality and /or quantity motivation, influence negatively on these variables.

The present study aims to apply a program based on Hellison’s Teaching Personal and Social Responsibility Model (TPSR), traditionally used in Physical Education, to other educational participants and examine the assessment of the teachers who carried it out during the 2018–2019 school year. The program was applied over 8 months of one academic year and during at least 60% of the weekly class hours. Initially, 30 teachers participated, of whom 16 were involved in the interviews carried out, all of them being Secondary Education teachers. We used qualitative methodology through content analysis carried out with ATLAS.ti 7.1.3. The instruments used to collect information were semi-structured recorded group interviews. The conclusion is that the Personal and Social Responsibility Model can be applied to all participants in the curriculum and is adaptable to any content and type of student body. As a basis for future research, we suggest the application of the model by all teachers involved in the same school year and the participation of students’ families.

This methodological article provides a Mixed Method approach to analyze how the Teaching Personal and Social Responsibility (TPSR) Model is feasible to enhance student’s autonomy. The objective is to detect how teachers’ behavior-oriented patterns shift in response to continuing professional development to reinforce TPSR strategies. We compared the application of TPSR by three teachers who had previously attended a training course for this model, with that of an expert in the model. A total of 44 sessions of primary and secondary school semesters in various subjects, taught by all four teachers and comprising 120 students. A mixed-method approach followed in the study involved: (a) the Observational System of Teaching Oriented Responsibility (OSTOR), which revealed how the teachers’ behavior patterns shifted over their interventions, and (b) the Tool for Assessing Responsibility-Based Education (TARE 2.0.), which focused on perceived behaviors by teachers and student behaviors. Data analysis was conducted for (a) the T-pattern detection technique, (b) polar coordinate analysis to obtain detailed sequences of instruction, and (c) descriptive and correlational analysis from the TARE. The mixed-method analysis of data confirms how the TPSR improved the teaching behaviors of the three teachers in training compared with the expert teacher.

The present study investigates the effect of an educational program hybridized between the Model of Personal and Social Responsibility (TPSR) and the Teaching Games for Understanding (TGfU) in physical education classes on the health and psychosocial variables of students, as well as knowing the advantages and disadvantages of its implementation by teachers. The applied program lasted 11 weeks in two Secondary Education centers with a total of four teachers (two in the experimental group and two in the control group) and 99 students (55 from the control group and 44 from the experimental group). We use research methodology Mixed Methods with a quasi-experimental design, where students completed a questionnaire before and after the educational program and teachers were interviewed at the end of the intervention. The results of the questionnaires indicate significant improvements in the experimental group over time in terms of the intention to be physically active, as well as in autonomous motivation, the self-determination index, the index of psychological mediators, personal and social responsibility, and enjoyment. Moreover, the interviews show positive opinions regarding the organizational capacity of the session using this methodology and the interest of teachers in continuing to apply it in the future, as well as the need for initial and ongoing training for proper implementation. In conclusion, the hybridization between the TPSR and TGfU model is presented as an effective alternative to be applied in the educational context with the aim of improving young peoples’ intention to be physically active and psychological variables, such as motivation, responsibility, and enjoyment, in physical education classes.

Self-determination theory and Vallerand’s hierarchical model have been studied taking into account different types of social factors that can result in different consequences. The purpose of this work was to see if responsibility and social climate could predict antisocial and prosocial behavior and violence. For this, 429 students (M = 11.46, SD = 1.92) participated in the study, answering a questionnaire with five variables: school climate, responsibility, motivation, satisfaction of psychological needs, prosocial and antisocial behavior, and violence. The main results indicated that most variables correlated positively and directly, except in the case of antisocial behavior and violence. On the other hand, a prediction model (X2 = 584.145 (98); RMSEA = 0.104 [90% CI = 0.096, 0.112]; TLI = 0.849; CFI = 0.894) showed that responsibility and school climate can predict basic psychological needs, and that these needs can improve autonomous motivation, which, in turn, could positively predict on improving prosocial behavior and reducing antisocial behavior and violence. In conclusion, school climate and responsibility can encourage the development of positive consequences in the classroom, specifically in terms of prosocial behavior and the reduction of violence and antisocial behavior.