https://orcid.org/0000-0002-2818-3094
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Abstract
The Teaching Personal and Social Responsibility (TPSR) model has been considered a valuable tool to help students strive to reach their potential in physical education, sport and life. One of the core pedagogical beliefs behind TPSR is that learning experiences should be tailored to recognize and meet students' developmental needs and the abilities of each learner. The purpose of this article is to provide insight on the challenges, strategies, and future pathways associated with strengthening the connection between differentiated instruction strategies and TPSR.
Additional information
Notes on contributors
Marta Melo
Marta Melo is a masters student, César Sá is a full professor, and Linda Saraiva is an associate professor in the School of Higher Education at the Polytechnic Institute of Viana do Castelo in Viana do Castelo, Portugal.
Fernando Santos
Fernando Santos ([email protected]) is an assistant professor in the School of Higher Education at the Polytechnic Institute of Viana do Castelo and an invited associate professor in the School of Higher Education and a member of the inED Centre for Research and Innovation in Education at the Polytechnic Institute of Porto in Porto, Portugal.
Paul M. Wright
Paul M. Wright is E. C. Lane and M. N. Zimmerman Endowed Professor in the Department of Kinesiology and Physical Education at Northern Illinois University in Dekalb, IL.
César Sá
Marta Melo is a masters student, César Sá is a full professor, and Linda Saraiva is an associate professor in the School of Higher Education at the Polytechnic Institute of Viana do Castelo in Viana do Castelo, Portugal.
Linda Saraiva
Marta Melo is a masters student, César Sá is a full professor, and Linda Saraiva is an associate professor in the School of Higher Education at the Polytechnic Institute of Viana do Castelo in Viana do Castelo, Portugal.