El Modelo de Responsabilidad Personal y Socialconsecuencias de las implementaciones en Educación Física y análisis de los perfiles docentes : un enfoque Mixed Methods

Laburpena

The main purposes of this research are: to know the effects of an innovative pedagogical intervention based on the Model of Personal and Social Responsibility (TPSR), the evolution of teachers and their influence on the behavior of students and at the same time observe the viability of the model when applied in a hybrid way with other strategies. To offer a response to this experimentation in pedagogical innovation, two different studies have been developed. Study 1. We wanted to know and compare the actions of teachers according to the experience and training in the TPSR methodology and assess the usefulness of the previous and continuous training that teachers receive and its repercussions on student behavior. For this, a design based on integrated mixed dominance methodologies was used which, with a sample of 3 teachers (1 control, 1 novice and 1 expert in the TPSR methodology) and 68 Physical Education students (PE) belonging to three educational centers of the Region of Murcia, aged between 11 and 15 years. The instruments used were the Tool for Assessing Responsibility-Based Education (TARE) and the Personal and Social Responsibility Observation System (SORPS-1), using LINCE PLUS as observational registration software. During this study, the sessions of the different teachers were recorded to carry out the subsequent observational analysis. The novice teacher received a prior and continuous training process through periodic meetings held with experts in the methodology after viewing the footage of this teacher. The results detailed that the different teaching profiles showed differences between them; the conventional teacher followed a directive behavior, in which he imposed on his students what they had to do for them to reproduce it. The new teacher in MRPS methodology began his intervention with behaviors similar to the conventional teacher, he gave little responsibility to his students, while throughout the sessions and thanks to the advice of the expert researchers he managed to progress in the model until reaching a pattern of behavior which reflected a high degree of achievement of the model's own strategies. Finally, regarding the expert teacher, he is the one who obtained the most affinity in the specific strategies of the MRPS model analyzed with the TARE and SORPS-1 instruments due to the high degree of achievement of the teaching strategies. These data concluded that the best results in the Model of Personal and Social Responsibility (TPSR) are obtained with a teacher who already has experience in this innovative and methodological line; also evidencing the usefulness of continuous training in new teachers, which has given them changes in their behavior and interactive improvements with their students throughout their training process. Study 2. We delve into the psychosocial effects of an intervention based on the hybridization between the Model of Personal and Social Responsibility (TPSR) and the Teaching Games for Understanding (TGfU) in PE classes; encouraging motivation, satisfaction of basic psychological needs, responsibility, the intention to be physically active and increasing the degree of satisfaction in PE. Likewise, it was sought to know the perception of teachers about the implementation, its advantages, disadvantages, and future proposals. The intervention that was applied lasted 11 weeks (2 sessions of 50 minutes per week) in 2 educational centers of Secondary Education in the Region of Murcia, with 4 teachers (2 in the experimental group and 2 in the control group) and 99 students (55 belonging to the control group and 44 to the experimental group) with a mean age of 12.63 (SD = 0.72). A quasi-experimental design was used, based on the Mixed Methods research methodology, with an integrated design of quantitative predominance. Regarding the instruments, the students completed the following questionnaires before and after the intervention: the personal and social responsibility questionnaire (PSRQ), the motivation questionnaire (PLOC), the escalation of basic psychological needs (PNSE), the scale of satisfaction in PE classes (SSI) and the questionnaire of the intention to be physically active (MIFA). During the intervention, all sessions were videotaped to select a total of 13 sessions (6 from the experimental group and 7 from the control group). The analysis of the sessions was carried out with the adaptation of the TARE tool, in order to measure the fidelity of the hybridization of the TPSR model with the TGfU. Finally, at the end of the intervention, a semi-structured qualitative interview of 14 questions was held with the teachers of the experimental group, to find out their opinion about the advantages and disadvantages of the model, as well as the proposals for future interventions. The results of the questionnaires indicated 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 also in fun in PE classes. On the other hand, the interviews yielded positive opinions about 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 its correct implementation. In conclusion, the hybridization between the TPSR and TGfU models is presented as an effective alternative to be applied in the educational context with the aim of improving the intention of young people to be physically active and at the same time the motivation, responsibility and enjoyment in EF classes.