Australian Implementation of the Teaching Personal and Social Responsibility Pedagogical Model in Physical Education: Protocol for a Nonrandomized Controlled Trial
Bibliographic record
Abstract
BACKGROUND: Interventions targeting the psychomotor domain of learning have been the most dominant in the physical education (PE) discipline. However, as PE also incorporates a holistic perspective of student development, a gap has emerged where interventions targeting social outcomes are not frequently analysed. Social outcomes have been of particular interest for interventions conducted in PE. OBJECTIVE: This study will evaluate the impact of an intervention designed to enhance social outcomes among Australian school students. The intervention will be shaped by the teaching personal and social responsibility (TPSR) framework. This framework has lacked representation within the Australian context, creating a gap and an opportunity to explore its impact on the social behaviors of Australian students. METHODS: This study will use a nonrandomized controlled trial design with a qualitative evaluation to assess feasibility and acceptability. Data will be collected through student surveys, student focus groups, and teacher reflection journals. Two schools in New South Wales, Australia, will participate by implementing the TPSR framework in their programs. Schools will include classes in stages 3 and 4 of the intervention, involving approximately 90 students from each school. Both schools are located in Sydney, New South Wales: one is a government high school, and the other is an independent K-12 school. To address feasibility and accessibility concerns, the intervention will be delivered during regularly scheduled PE classes. It will be facilitated by students' regular PE teachers, who will also participate in ongoing professional development and be involved in a co-design process with the research team. Primary outcomes include reporting on personal responsibility, social responsibility, and leadership behaviors, measured using two tools: (1) the Tool for Assessing Responsibility-Based Education and (2) the Personal and Social Responsibility Questionnaire. A secondary outcome, enjoyment, will be assessed using the Physical Activity Enjoyment Scale-Physical Education version. Feasibility and accessibility will also be examined as secondary outcomes. RESULTS: This intervention study will demonstrate the impact of TPSR on social outcomes among Australian school participants. Students will also receive a briefing, and parental permission will be sought before intervention commencement. Students will be involved in the intervention for the duration of term 3 (10 weeks). CONCLUSIONS: This protocol paper outlines the approach to implementing and evaluating the TPSR intervention among Australian school participants. One anticipated strength of the intervention is the ability to apply the framework to different settings, including schools, school sport, and community organizations. Longitudinal follow-up assessment will be critical in determining the long-term impact of the intervention on behavioral changes among participants. TRIAL REGISTRATION: Australian New Zealand Clinical Trials Registry ACTRN12624000858594p; anzctr.org.au/Trial/Registration/TrialReview.aspx?id=387883. INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID): PRR1-10.2196/67924.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".