Using Portfolios in a Responsibility-based Youth Development Program for Establishing Routines, Assessment and Data Collection

Abstract

This article describes how one strength and conditioning youth development program implements the teaching personal and social responsibility (TPSR) framework with a portfolio-based system. Some scholars have noted that using portfolios helps connect assessment to instruction by promoting individualized learning for students. The purpose of this article is to share how one program is implementing TPSR by using graphic organizers that make up the portfolio system. First, the important components of TPSR, and how they guide the creation of portfolios, are described. Second, each section of a daily program format, and how a graphic organizer called the workout card guides student work in each section, is described. The workout card helps coaches capture physical activity planning, self-reflection, self-assessment, and written coach feedback. Third, a graphic organizer referred to as the zoom out is explained. This tool collects and organizes student work and coach feedback completed over an extended period of time. Finally, some lessons learned from years of developing the program and portfolio-based system are shared.

Additional information

Notes on contributors

John M. McCarthy

John M. McCarthy ([email protected]) is a clinical associate professor in the Department of Applied Human Development, and Val C. Altieri, Jr. is a doctoral candidate in the Department of Curriculum and Teaching, at Boston University in Boston, MA. Fritz I. Ettl Rodríguez is an assistant professor in the Department of Human Movement and Health Science Education at Butler University in Indianapolis, IN.