Use of Personal and Social Responsibility Model in Bringing Responsibility Behaviors: Sample of TVF Sports High School

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Filiz B., Demirhan G.

EGITIM VE BILIM-EDUCATION AND SCIENCE, vol.44, pp.391-414, 2019 (SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 44
  • Publication Date: 2019
  • Doi Number: 10.15390/eb.2019.7238
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, TR DİZİN (ULAKBİM)
  • Page Numbers: pp.391-414
  • Keywords: Responsibility, Personal responsibility, Social responsibility, Personal and Social, Responsibility Model, Physical education and sport, PHYSICAL-ACTIVITY PROGRAM, POSITIVE YOUTH DEVELOPMENT, POSSIBLE FUTURES, EDUCATION, IMPLEMENTATION, STUDENTS, IMPACT, ADOLESCENTS, GOALS, RISK
  • Hacettepe University Affiliated: Yes


The objective of this study was to determine the effect of the Teaching Personal and Social Responsibility (TPSR) model upon bringing responsibility behaviors in students via physical activities and to examine whether students take their responsibility behaviors outside the gym or not. The study group consisted of 55 students receiving education in the 10th grade of Ankara Turkish Volleyball Federation (TVF) Sports High School. In the study, mixed methods pattern with embedded quasi-experimental pretest-posttest control group was used. While the students in the experimental group applied the TPSR program for 32 hours, the students in the control group continued the present curriculum. For the results; in the analysis of quantitative data, the descriptive statistics obtained from the Personal and Social Responsibility Scale and the One-Way Covariance Analysis (ANCOVA), and the percentage analysis obtained from the student behavior assessment rubric were used. In the analysis of qualitative data, content analysis method was used for reflection time assessment form and semi-structured individual interviews. The results of ANCOVA and percentage analysis showed that there were significant differences between the total scores of the experimental group and the control group; posttest and retention test scores significantly increased in students in the experimental group and decreased in students in the control group. As a result of the content analysis, the data acquired from the reflection time form and interviews presented some evidences concerning the responsibility behaviors. It was determined that parent cooperation had positive contributions to taking responsibility behaviors outside the gym and encouraging them. As a consequence, the TPSR model of 32 hours was effective upon bringing responsibility behaviors in Sport High School students.