Youth Sport Development through Soccer: An Evaluation of an After-School Program Using the TPSR Model

Autor/inn/en	Cryan, Mark; Martinek, Thomas
Titel	Youth Sport Development through Soccer: An Evaluation of an After-School Program Using the TPSR Model
Quelle	In: Physical Educator, 74 (2017) 1 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-8981
DOI	10.18666/TPE-2017-V74-I1-6901
Schlagwörter	Middle School Students; Males; Grade 6; Team Sports; After School Programs; Program Evaluation; Social Responsibility; Models; Outcomes of Education; Self Control; Prosocial Behavior; Cooperation; Formative Evaluation; Fidelity; Summative Evaluation; Hispanic American Students; Mixed Methods Research; Student Surveys; Interviews; Statistical Significance; Program Implementation + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Male; Männliches Geschlecht; School year 06; 6. Schuljahr; Schuljahr 06; Mannschaftssport; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Programme evaluation; Programmevaluation; Soziale Verantwortung; Analogiemodell; Lernleistung; Schulerfolg; Selbstbeherrschung; Co-operation; Kooperation; Hispanic; Hispanic Americans; Hispanoamerikaner; Studentin; Schülerbefragung; Interviewing; Interviewtechnik
Abstract	The Soccer Coaching Club program used the Teaching Personal and Social Responsibility (TPSR) model in an after-school soccer program for sixth grade boys between 11 and 12 years old in a local middle school. Soccer, as the featured physical activity, provided the "hook" for regular attendance. Desired outcomes included improved self-control, respect, and cooperation with others. Research efforts included formative program evaluation, focusing on fidelity to the TPSR model, and summative evaluations of immediate effects on participant understanding of TPSR concepts and participant behavior as part of the program evaluation. The population was of particular interest. The program participants were predominantly Latino, a population for which the TPSR model has not been extensively researched. A mixed methods approach was used, and data were gathered through a validated survey instrument, a program narrative, and post-program interview with the participants' classroom teachers. Program evaluation using the two-factor model of analysis of the survey data yielded statistically significant improvements in the factor of social responsibility, although no statistically significant change was measured in the second area, personal responsibility. The observational data including the program narrative and the data gathered through field notes provided evidence of frequent use of the strategies associated with fidelity in implementing a TPSR program and participant behaviors consistent with TPSR learning. The post-program interview with the participants' classroom teachers yielded observations that indicated some element of transference of program principles to the classroom, as well as strong support for the program's return, another indicator of a successfully executed program. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01