Implementation Fidelity of a Program Designed to Promote Personal and Social Responsibility Through Physical Education

Abstract

The purpose of this qualitative comparative case study was to examine the implementation fidelity of a program designed to deliver the Teaching Personal and Social Responsibility (TPSR) model (Hellison, 2003) through physical education and its relationship with short-term outcomes for elementary school students. The research questions were: (a) was the program implemented with fidelity, and (b) did better fidelity yield better student outcomes. Thus, we conducted a study on the implementation process used by two teachers who delivered the same program in two physical education classes in two different elementary schools in Spain. Data sources included observations and interviews with teachers and nonparticipant observers. Findings indicated that fidelity of implementation in Case 1 was higher and most children in those classes acquired the first three of five TPSR responsibility levels. Implementation fidelity in Case 2 was weaker and achievement of responsibility goals was minimal (only the first of five levels) and less stable for those students. This study is the first to directly examine the connection between TPSR implementation fidelity and student outcomes.

Key words:

• fidelity
• psychosocial development
• qualitative research

Additional information

Notes on contributors

Paul M. Wright

This research was conducted with help from the Ministry of Education and Technology (Spain), reference: SEJ 2007-67781. At the time of this study, the sixth author was with the University of Memphis. Please address correspondence concerning this article to Paul M. Wright, 233 Anderson Hall, Department of Kinesiology and Physical Education, Northern Illinois University, DeKalb, IL, 60115.