Implementation and Outcomes of a Responsibility-Based Physical Activity Program Integrated Into an Intact High School Physical Education Class
- Autores: Paul M. Wright, Suzanne Burton
- Localización: Journal of teaching in physical education, ISSN 0273-5024, Vol. 27, Nº. 2, 2008, págs. 138-154
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
- Dialnet Métricas: 27 Citas
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Resumen
Underserved youth are at risk for numerous threats to their physical and psychological well-being. To navigate the challenges they face, they need a variety of positive life skills. This study systematically explored the implementation and short-term outcomes of a responsibility-based physical activity program that was integrated into an intact high school physical education class. Qualitative methods, drawing on multiple data sources, were used to evaluate a 20-lesson teaching personal and social responsibility (TPSR) program. Participants were 23 African American students in an urban high school. Five themes characterized the program: (a) establishing a relevant curriculum, (b) navigating barriers, (c) practicing life skills, (d) seeing the potential for transfer, and (e) creating a valued program. Findings extend the empirical literature related to TPSR and, more generally, physical activity programs designed to promote life skills. Implications for practitioners are discussed.
