Browsing by Author "Blaikie, Sarah Elizabeth Copland"

Filter results by typing the first few letters
Now showing 1 - 1 of 1
  • Thumbnail Image
    Item
    Teaching personal and social responsibility : examining the application of a TPSR-based national secondary school assessment in Aotearoa New Zealand physical education : a thesis submitted in partial fulfilment of the requirements for a Masters of Sport and Exercise at Massey University, Palmerston North, New Zealand
    (Massey University, 2020) Blaikie, Sarah Elizabeth Copland
    The Teaching Personal and Social Responsibility model designed by Professor Don Hellison is concentrated on the development of both personal and social responsibility behaviours in young people, through physical activity (Hellison, 2011). This mixed methods study investigates the implementation of a TPSR–based achievement standard in the Aotearoa New Zealand secondary school physical education context. The focus is placed on the true essence of this assessment and the effectiveness of it in respect to the development of responsibility behaviours related to the TPSR model. Quantitative data was obtained through the administration of a 31-item survey that was completed by 66 Aotearoa New Zealand secondary schools (256 schools invited, 25.8%), investigating the application of Achievement Standard 2.8 (A.S 2.8). Qualitative data was collected using semi–structured interviews, with three current physical education teachers, working at three different secondary schools, in Aotearoa New Zealand. The valuable personal accounts gathered through these interviews, in combination with the rich data collected from the 66 survey respondents, supported the utilisation of a mixed methods approach. The findings indicate that there are aspects of A.S 2.8 that contribute to its effective implementation, including teacher knowledge, professional development, the context in which the assessment is taught, the assessment strategies and the fidelity of the standard to the TPSR model. While a number of teachers expressed a positive judgement of the standard, there were a number whose experience had not been as favourable. This divided opinion among facilitators raises questions regarding the effectiveness of A.S 2.8 in respect to the development of student’s responsibility behaviours. It is hoped that the findings presented in this study may act as a starting point for the future development and direction of the TPSR–based achievement standard.