How do teachers learn to use TPSR to develop social and emotional skills in PE? By Shirley Gray et al.

How do teachers learn to use TPSR to develop social and emotional skills in PE? by Shirley Gray with support from Paul Wright, Stuart Robertson and Richard Sievwright

In previous blogs on this site, writers Prof. Paul Wright and Richard Sievwright have given accounts of their perspectives on teaching social and emotional skills in PE through their use of Hellison’s model, Teaching Personal and Social Responsibility. For more detail about these posts and TPSR see: Teaching Social Wellbing in PE  and Social and Emotional Learning in Physical Education: From Policy to Practice 

My interest in TPSR came from my early discussions with Prof. Paul Wright, an expert in TPSR and, at the time, a visiting scholar at the University of Edinburgh. In our discussions, we began to articulate the relationship between TPSR and the PE curriculum in Scotland. In Scotland, PE teachers are guided by a broad curriculum framework aims to develop not only physical competences, but social and emotional skills such as confidence, self-esteem, respect and leadership (Education Scotland, 2017).  Similarly, TPSR aims to encourage pupils take responsibility for and develop skills related to the ways they conduct themselves (effort, control, self-determination) and interact with others (respect, care, leadership).

It was around the time of these discussions with Paul that we met two PE teachers from secondary schools in Scotland (Stuart and Richard). Paul had delivered a TPSR CPD session which both teachers had attended and afterwards, they approached us to discuss the connections that they could make between TPSR and their own experiences, values and aspirations. The result of this conversation was they each embarked upon an action research project to learn about TPSR, projects that both Paul and I were keen to be involved in. We were interested to know how the teachers learned to use TSPR, what it looked like and how it was experienced by their pupils.

As they embarked upon their action research, Paul and I became their critical friends, and were given opportunities to observe their lessons, support their reflections, offer advice and help them to interpret and understand their findings. The methods that the teachers used to gather data for their research included structured and collaborative reflections, peer and researcher observations and pupil interviews. The data from their research were analysed by the teachers and then discussed at length with Shirley, Paul and with each other. Below is a summary of some of the themes that emerged from these discussions.

A different approach

The teachers had to think differently about how they planned and taught their lessons. They became more explicit before, during and after their lessons about the social and emotional skills that they aimed to teach. They praised positive behavior and created numerous opportunities for their pupils interact positively with others. Both teachers also began to understand and embrace what they described as ‘teachable’ moments. In other words, they began to see social and emotional behaviours (both positive and negative) as opportunities for pupil learning, rather than as moments to be ignored, or moments were pupils had to be punished.

 A more democratic and positive learning environment

Both teachers believed that one of the main benefits of using TPSR was that it encouraged them to talk to their pupils more. This then helped them to develop more positive and respectful relationships that involved listening and responding to their views.

Pupils’ understanding of TPSR

Many of the pupils in Richard’s class were aware of his learning intentions and he observed small changes in levels of self-control and respect for some pupils. The boys in Stuart’s class recognised that this was a different experience from their ‘usual’ PE lessons, one that aimed to improve their behaviour in PE and the wider school context. This had a positive impact on their behavior in PE, although they struggled to transfer this to other contexts in the school.

Challenges, doubts and discomfort

Both teachers explained the difficulties they had in moving away from an approach that they were comfortable with. For example, they highlighted the discomfort they felt initially when ‘let certain behaviors go’ to create teachable moments so that they could deal with behaviors in a more positive and democratic way.

Learning and change over time

Richard and Stuart discussed how they felt like the change process was much slower than they expected, and that they have become more aware and accepting of the fact there may be significant periods of difficulty and challenge to overcome before any noticeable change takes place.

 Conclusions

Despite these challenges, both teachers were (and still are) very positive about TPSR, describing how it aligns well with their values and beliefs about the goals of PE. Their experiences using TRSR have been challenging but have enabled them to explore their own learning and teaching. As a result, they now have the knowledge and skills to create learning experiences in PE that have the potential to develop not only physical competencies, but also social and emotional skills. Furthermore, both teachers continue to apply and investigate their use of TPSR, creating time to reflect on their learning with their pupils and their colleagues.

Reference

Hellison, D. (2011). Teaching responsibility through physical activity. Champaign, IL: Human Kinetics.

 

 

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