References
- Atkins, M. R., Johnson, D. M., Force, E. C., & Petrie, T. A. (2015). Peers, parents, and coaches, oh my! The relation of the motivational climate to boys’ intention to continue in sport. Psychology of Sport and Exercise, 16, 170–180.
- Atkinson, P., & Delamont, S. (2005). Qualitative research traditions. In C. Calhoun, C. Rojek, & B. Turner (Eds.), The SAGE handbook of sociology (pp. 40–60). Thousand Oaks, CA: Sage.
- Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71–81). New York: Academic Press. (Reprinted in H. Friedman [Ed.], Encyclopedia of Mental Health. San Diego: Academic Press, 1998.)
- Bandura, A. (1997). Self-Efficacy: The exercise of control. New York: W. H. Freeman.
- Beale, A. (2016). Making a difference: TPSR, a new wave of youth development changing lives one stroke at a time. Journal of Physical Education, Recreation & Dance, 87(5), 31–34. doi: 10.1080/07303084.2016.1157392
- Beaudoin, S. (2012). Using responsibility-based strategies to empower in-service physical education and health teachers to learn and implement TPSR. Agora for Physical Education and Sport, 14(2), 161–177.
- Buchanan, A. M. (2001). Contextual challenges to teaching responsibility in a sports camp. Journal of Teaching in Physical Education, 20(2), 155–171.
- Chan, A.-W. (2005). Bias, spin, and misreporting: Time for full access to trial protocols and results. PLoS Medicine, 5(11), e230. doi: 10.1371/journal.pmed.0050230
- Coakley, J. (2011). Youth sports: What counts as ‘positive development? Journal of Sport & Social Issues, 35(3), 306–324. doi: 10.1177/0193723511417311
- Coulson, C., Irwin, C., & Wright, P. M. (2012). Applying Hellison’s responsibility model in a youth residential treatment facility: A practical inquiry project. Agora for Physical Education and Sport, 14, 38–54.
- Craig, P., Dieppe, P., Macintyre, S., Ritchie, S., Nazareth, I., & Petticrew, M. (2008). Developing and evaluating complex interventions: The new medical research council guidance. BMJ, 337, a1655. doi: 10.1136/bmj.a1655
- Creswell, J., & Plano Clark, V. (2007). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage.
- Cryan, M., & Martinek, T. (2017). Youth sport development through soccer: An evaluation of an after-school program using the TPSR model. The Physical Educator, 74(1), 127–149. doi: 10.18666/TPE-2017-V74-I1-6901
- Cutforth, N. J., & Puckett, K. (1999). An investigation into the organization, challenges, and impact of an urban apprentice teacher program. The Urban Review, 31, 153–172.
- Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227–268. doi: 10.1207/S15327965PLI1104_01
- Eldridge, S. M., Lancaster, G. A., Campbell, M. J., Thabane, L., Hopewell, S., Coleman, C. L., & Bond, C. M. (2016). Defining feasibility and pilot studies in preparation for randomised controlled trials: Development of a conceptual framework. PLoS ONE, 11(3), e0150205. doi: 10.1371/journal.pone.0150205
- Ervola, E., & Ridanpää, J. (2009). Hyvinvoiva tanssija: Psykologisten perustarpeiden, motivaation ja hyvinvoinnin yhteydet huipputanssijoilla (Unpublished master’s thesis). University of Jyväskylä, Jyväskylä.
- Escartí, A., Llopis-Goig, R., & Wright, P. (2018). Assessing the implementation fidelity of a school-based teaching personal and social responsibility program in physical education and other subject areas. Journal of Teaching in Physical Education. doi: 10.1123/jtpe.2016-0200
- Escartí, A., Pascual, C., Gutiérrez, M., Marín, D., Martínez, M., & Tarín, S. (2012). Applying the teaching personal and social responsibility model (TPSR) in Spanish schools’ context: Lesson learned. Agora for Physical Education and Sport, 14(2), 178–196.
- Escartí, A., Wright, P. M., Pascual, C., & Gutiérrez, M. (2015). Tool for assessing responsibility-based education (TARE) 2.0: Instrument revisions, inter-rater reliability, and correlations between observed teaching strategies and student behaviors. Universal Journal of Psychology, 3(2), 55–63. doi: 10.13189/ujp.2015.030205
- Flett, M., Gould, D., Griffes, K., & Lauer, L. (2012). The views of more versus less experienced coaches in underserved communities. International Journal of Coaching Science, 6(1), 3–26.
- Forsberg, N., & Kell, S. (2014). The role of mentoring in physical education teacher education: A theoretical and practical perspective. Physical & Health Education Journal, 80(2). 6–11.
- Friese, S. (2012). Qualitative data analysis with ATLAS.ti. London: Sage.
- Gordon, B. (2012). Teaching personal and social responsibility through secondary school physical education: The New Zealand experience. Agora for Physical Education and Sport, 14(1), 25–37.
- Gordon, B., Jacobs, J. M., & Wright, P. M. (2016). Social and emotional learning through a teaching personal and social responsibility-based after school program for disengaged middle school boys. Journal of Teaching in Physical Education, 35(4), 358–369. doi: 10.1123/jtpe.2016-0106
- Gould, D., & Carson, S. (2008). Life skills development through sport: Current status and future directions. International Review of Sport and Exercise Psychology, 1(1), 58–78. doi: 10.1080/17509840701834573
- Hagger, M. S., & Chatzisarantis, N. L. D. (2016). The trans-contextual model of autonomous motivation in education: Conceptual and empirical issues and meta-analysis. Review of Educational Research, 86(2), 360–407. doi: 10.3102/0034654315585005
- Hardcastle, S. J., Tye, M., Glassey, R., & Hagger, M. S. (2015). Exploring the perceived effectiveness of a life skills development program for high-performance athletes. Psychology of Sport and Exercise, 16(3), 139–149. doi: 10.1016/j.psychsport.2014.10.005
- Hassandra, M., & Goudas, M. (2010). An evaluation of a physical education program for the development of students’ personal and social responsibility. Hellenic Journal of Psychology, 7, 275–297.
- Hellison, D. (1985). Goals and strategies for teaching physical education. Champaign, IL: Human Kinetics.
- Hellison, D. (2011). Teaching personal and social responsibility through physical activity (3rd ed.). Champaign, IL: Human Kinetics.
- Hellison, D., & Walsh, D. (2002). Responsibility-based youth program evaluation: Investigating the investigations. Quest, 54, 292–307.
- Hellison, D., & Wright, P. M. (2011). Assessment and evaluation strategies. In D. Hellison (Ed.), Teaching personal and social responsibility through physical activity (pp. 427–475). Champaign, IL: Human Kinetics.
- Hemphill, M. A. (2015). Inhibitors to responsibility-based professional development with in-service teachers. The Physical Educator, 72, 288–306. doi: 10.18666/TPE-2015-V72-I5-5756
- Hemphill, M. A., Templin, T. J., & Wright, P. M. (2015). Implementation and outcomes of a responsibility-based continuing professional development protocol in physical education. Sport, Education and Society, 20(3), 398–419. doi: 10.1080/13573322.2012.761966
- Holt, N. L., Neely, K. C., Slater, L. G., Camiré, M., Côté, J., Fraser-Thomas, J., & Tamminen, K. A. (2017). A grounded theory of positive youth development through sport based on results from a qualitative meta-study. International Review of Sport and Exercise Psychology, 10, 1–49. doi:10.1080/1750984X.2016.118 0704
- Jacobs, J. M., Castaneda, A., & Castaneda, R. (2016). Sport-based youth and community development: Beyond the ball in Chicago. Journal of Physical Education, Recreation & Dance, 87(5), 18–22. doi: 10.1080/07303084.2016.1157386
- Jung, J., & Wright, P. M. (2012). Application of Hellison’s responsibility model in South Korea: A multiple case study of ‘at-risk’ middle school students in physical education. Agora for Physical Education and Sport, 14, 140–160.
- Kuusela, M. (2005). Sosioemotionaalisten taitojen harjaannuttaminen, oppiminen ja käyttäytyminen perusopetuksen kahdeksannen luokan tyttöjen liikunnantunneilla (Doctoral thesis, University of Jyväskylä). LIKES. Liikunnan ja kansanterveyden julkaisuja (165): Jyväskylä.
- Lee, O., & Choi, E. (2015). The influence of professional development on teachers’ implementation of the teaching personal and social responsibility model. Journal of Teaching in Physical Education, 34, 603–625. doi: 10.1123/jtpe.2013-0223
- Li, W., Wright, P. M., Rukavina, P. B., & Pickering, M. (2008). Measuring students’ perceptions of personal and social responsibility and the relationship to intrinsic motivation in urban physical education. Journal of Teaching in Physical Education, 27, 167–178.
- Lin, Y., Zhu, M., & Su, Z. (2015). The pursuit of balance: An overview of covariate-adaptive randomization techniques in clinical trials. Contemporary Clinical Trials, 45, 21–25. doi: 10.1016/j.cct.2015.07.011
- Lindeman, M., & Verkasalo, M. (2010). Measuring values with the short Schwartz’s value survey. Journal of Personality Assessment, 85(2), 170–178. doi: 10.1207/s15327752jpa8502_09
- Lintunen, T., & Gould, D. (2014). Developing social and emotional skills. In A. G. Papaioannou, & D. Hackfort (Eds.), Routledge companion to sport and exercise psychology (pp. 621–633). London: Routledge.
- Liukkonen, J., & Leskinen, E. (1999). The reliability and validity of scores from the children’s version of the perceptions of success questionnaire. Educational and Psychological Measurement, 59(4), 651–664.
- Maehr, M. L. (1976). Continuing motivation: An analysis of a seldom considered educational outcome. Review of Educational Research, 46(2), 443–462. doi: 10.3102/00346543046003443
- Magnani, L. (2001). Abduction, reason, and science: Processes of discovery and explanation. New York: Kluwer/Plenum.
- Martin, J. J., McCaughtry, N., Hodges-Kulinna, P., & Cothran, D. (2008). The influences of professional development on teachers’ self-efficacy toward educational change. Physical Education and Sport Pedagogy, 13(2), 171–190. doi: 10.1080/17408980701345683
- Martinek, T., & Hellison, D. (2016). Teaching personal and social responsibility: Past, present and future. Journal of Physical Education, Recreation & Dance, 87(5), 9–13. doi: 10.1080/07303084.2016.1157382
- Martinek, T., McLaughlin, D., & Schilling, T. (1999). Project effort: Teaching responsibility beyond the gym. Journal of Physical Education, Recreation & Dance, 70(6), 59–65. doi: 10.1080/07303084.1999.10605954
- Martinek, T., & Ruiz, L. M. (2005). Promoting positive youth development through a values-based sport program. International Journal of Sport Science, 1(1), 1–13.
- Maslow, A. H. (1954). Motivation and personality. Oxford, England: Harpers.
- McAuley, E., Dunkan, T., & Tammen, V. V. (1989). Psychometric properties of the intrinsic motivation inventory in a competitive sport setting: A confirmatory factor analysis. Research Quarterly for Exercise and Sport, 60, 48–58. doi: 10.1080/02701367.1989.10607413
- Mosston, M., & Ashworth, S. (2008). Teaching physical education (6th ed.). New York, NY: Benjamin Cummings.
- Pascual, C. B., Escartí, A., Llopis, R., Guiterrez, M., Marin, D., & Wright, P. M. (2011). Implementation fidelity of a program designed to promote personal and social responsibility through physical education: A comparative case study. Research Quarterly in Exercise and Sport, 82(3), 499–511. doi: 10.1080/02701367.2011.10599783
- Patton, M. Q. (2015). Qualitative research and evaluation methods (4th ed.). Thousand Oaks, CA: Sage.
- Pozo, P., Grao-Cruces, A., & Pérez-Ordás, R. (2018). Teaching personal and social responsibility model-based programmes in physical education: A systematic review. European Physical Education Review, 24(1), 56–75. doi: 10.1177/1356336X16664749
- Quested, E., & Duda, J. (2011). Perceived autonomy support, motivation regulations and the self-evaluative tendencies of student dancers. Journal of Dance Medicine and Science, 15(1), 3–14.
- Quested, E., Ntoumanis, N., Thøgersen-Ntoumani, C., Hagger, M. S., & Hancox, J. (2017). Evaluating quality of implementation in physical activity interventions based on theories of motivation: Current challenges and future directions. International Review of Sport and Exercise Psychology, 10, 252–269. doi: 10.1080/1750984X.2016.1217342
- Rantala, T., & Heikinaro-Johansson, P. (2007). Hellisonin vastuuntuntoisuuden malliosana seitsemännen luokan poikien liikuntatunteja. Liikunta & Tiede, Tutkimusartikkelit, 44(1), 36–44.
- Richer, S. F., & Vallerand, R. J. (1998). Construction et validation de l’échelle du sentiment d’appartenance sociale (ÉSAS) [Construction and validation of the perceived relatedness scale]. European Review of Applied Psychology, 48(2), 129–137.
- Roberts, G. C., Treasure, D. C., & Balague, G. (1998). Achievement goals in sport: The development and validation of the perceptions of success questionnaire. Journal of Sport Sciences, 16, 337–347.
- Romar, J. E., Haag, E., & Dyson, B. (2015). Teachers’ experiences of the TPSR (teaching personal and social responsibility) model in physical education. Agora for Physical Education and Sport, 17(3), 202–219.
- Rovio, E., Arvinen-Barrow, M., Weigand, D. A., Eskola, J., & Lintunen, T. (2010). Team building in sport: A narrative review of the program effectiveness, current methods, and theoretical underpinnings. Athletic Insight: The Online Journal of Sport Psychology, 2(2), 147–164.
- Rovio, E., Eskola, J., Gould, D., & Lintunen, T. (2009). Linking theory to practice – Lessons learned in setting specific goals in a junior ice hockey team. Athletic Insight, 11(2), 21–38.
- Schwartz, S. (1992). Universals in the content and structure of values: Theoretical advances and empirical tests in 20 countries. Advances in Experimental Social Psychology, 25, 1–65.
- Schwartz, S. (1996). Value priorities and behaviour: Applying a theory of integrated value systems. In C. Seligman, J. M. Olson, & M. P. Zanna (Eds.), The psychology of values (pp. 1–24). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
- Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5–14. doi: 10.1037/0003-066X.55.1.5
- Treasure, T., & MacRae, K. D. (1998). Minimisation: The platinum standard for trials? Randomisation doesn’t guarantee similarity of groups; minimisation does. BMJ, 317(7155), 362–363. doi: 10.1136/bmj.317.7155.362
- Viera, A. J., & Bangdiwala, S. I. (2007). Eliminating bias in randomized controlled trials: Importance of allocation concealment and masking. Family Medicine, 39(2), 132–137.
- Vuori, M., Kannas, L., & Tynjälä, J. (2004). Nuorten liikuntaharrastuneisuuden muutoksia 1986–2002. In L. Kannas (Ed.), Koululaisten terveys ja terveyskäyttäytyminen muutoksessa. WHO-koululaistutkimus 20 vuotta (pp. 113–139). Jyväskylä: Jyväskylän yliopisto.
- Walsh, D. (2012). A TPSR-based kinesiology career club for youth in underserved communities. Agora for Physical Education and Sport, 14, 55–77.
- Walsh, D., Ozaeta, J., & Wright, P. M. (2010). Transference of responsibility model goals to the school environment: Exploring the impact of a coaching club program. Physical Education and Sport Pedagogy, 15(1), 15–28. doi: 10.1080/17408980802401252
- Wright, P. M. (2012). Offering a TPSR physical activity club to adolescent boys labeled “at risk” in partnership with a community-based youth serving program. Agora for Physical Education and Sport, 14, 94–114.
- Wright, P. M., & Craig, M. W. (2011). Tool for assessing responsibility-based education (TARE): Instrument development and reliability testing. Measurement in Physical Education and Exercise Science, 15, 1–16.
- Wright, P. M., Jacobs, J. M., Ressler, J. D., & Jung, J. (2016). Teaching for transformative educational experience in a sport for development program. Sport, Education and Society, 21(4), 531–548. doi: 10.1080/13573322.2016.1142433
- Wright, P. M., & Walsh, D. (2018). Teaching personal and social responsibility. In W. Li, M. Wang, P. Ward, & S. Sutherland (Eds.), Curricular/instructional models for secondary physical education: Theory and practice (pp. 140–208). Beijing, China: Higher Education Publisher.
- Wright, M., Whitley, M., & Sabolboro, G. (2012). Conducting a TPSR program for an underserved girls’ summer camp. Agora for Physical Education and Sport, 14, 5–24.