2016 Volume 61 Issue 2 Pages 503-516
The TPSR model is a method for teaching students about fulfillment of personal and social responsibilities through physical activities. A characteristic of this model is that it aims to transfer and maintain behavior acquired through physical activities. Past studies have revealed a number of challenges related to transfer and maintenance of the effects of the TPSR model. First, physical education classes in schools were not targeted. Second, the effects of the TPSR model were not examined using quantitative data. Third, maintenance of the effects of the TPSR model were not examined. One effective experimental design for examining maintenance of the effects of the TPSR model would probably be a case study in which changes in one group were measured for a certain period of time. Therefore, the aim of the present study was to examine whether the TPSR model would promote acquisition and maintenance of social skills in daily life using an experimental design and quantitative data targeting physical education in junior high schools in Japan. The results were as follows: First, the TPSR model promoted the acquisition of social skills that students could use outside of physical education classes, although it did not facilitate the maintenance of these social skills. Second, the TPSR model appeared to promote the acquisition of social skills by encouraging students to imagine scenes in their daily lives that were similar to scenarios in physical education classes, where they were encouraged to behave responsibly. Third, the TPSR model did not facilitate the maintenance of social skills because it did not incorporate methods for acquiring structural knowledge based on fundamental and procedural disciplines or allow students to gain structural understanding that would allow them to apply this knowledge to new scenarios.
