Design, Implementation and Evaluation of Responsibility Model in Valencia Spain

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Design, Implementation and Evaluation of
Responsibility Model in Valencia (Spain)

• Amparo Escartí
• Carmina Pascual
• Melchor Gutiérrez
• Diana Marín
• Salva Tarín
• University of Valencia

This research was financed with grants from the
Spanish Ministry of Education, Culture, and
Sport, and the Valencian Agency of Science and
Technology
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Puente Gótico ( Siglo XIV)
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Ciudad de las artes y las ciencias (1998-2003)
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Americans Cup (Valencia, 2007)
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Key Points

• We will to discuss the specific goals and
  strategies that we used to adapt the Personal and
  Social Responsibility Model to Elementary School
  Children.
• 2. We will present some results applying the
  program
• 3. We will recommend future approaches to
  using the program.

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The Origin of this Research
University of Illinois at Chicago
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Design, Implementation and Evaluation of
Responsibility Model in Valencia (Spain)
Valencia, 2001
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Personal- Social Responsibility Model
(Hellison, 1975)
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GOALS OF THE PERSONAL-SOCIAL RESPONSIBILITY
MODEL (Hellison, 1975)
I. Respect Self-control, respect the rights of
others
II. Participation Under supervision, encourage
studentsto accept challenges and
practice motor skills.
III. Self-Direction To work without direct
supervision.
IV. Caring To cooperate, to give support, to
help.
V. Outside the gym To apply the skills acquired
in the classroom after school, in everyday
life.
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THE STUDENTS HAVE TO LEARN
I. Respect Self-control, Empathy
II. Participation
Intrinsic Motivation, Task
Orientation
III. Self-Direction Autonomy
IV. Caring Prosocial Behaviour.
V. Outside the gym To Transfer
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CONVICTIONS OF THE PERSONAL-SOCIAL
RESPONSABILITY MODEL

• Teaching life skills and values must be
  integrated with the physical activity.
• Lessons must be taught so that can transfer to
  other aspects of the program participantslives.
• Empowerment

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WHY IS THE PERSONAL AND SOCIAL RESPONSIBILITY
MODEL A YOUTH DEVELOPMENT PROGRAM?
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APPLYING THE PERSONAL AND SOCIAL RESPONSIBILITY
MODEL TO ELEMENTARY SCHOOL CHILDREN
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THE SCENARIO
The school
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STRATEGIES USED TO ADAPT THE PERSONAL AND SOCIAL
RESPONSIBILITY MODEL TO ELEMENTARY SCHOOLS
CHILDREN.
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• Design
• Activities

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RESPONSIBILITY IN ACTION ELABORATION OF THE
NORMS 8 Classes
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BAT AND FIELD GAME (To develop Goal 1
Respect)9 Classes

• Methodologic strategies
• Stop (Dead time) to analyze difficult situations.
• 2) Group meetings to change the game.

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JUGGLING(To develop goal 2 Participation) 10
Classes

• Methodologic strategies
• Modeling
• 2) Team (group) work.
• 3) Each team (group) designs its activity.

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LEARNING TO SKATE (Developing Goal 3
Self-direction) 10 Classes

• Methodologic strategies
• Children establish the goals to be pursued in
  each session.
• 2) Each child volunteers to prepare and direct a
  game.

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ACROGYM ( Develop Goal 1, 2, 3 y Goal 4
Caring ). 10 Classes

• Methodologic strategies
• Contract of good intentions.
• 2) Chain of favors.
• 3) Peace bench.

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APPLYING THE PERSONAL AND SOCIAL RESPONSIBILITY
MODEL TO ELEMENTARY SCHOOL CHILDREN
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MethodPARTICIPANTS

• 6 VOLUNTEER TEACHERS APPLYING THE MODEL.

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Method

PARTICIPANTS

• Intervention groups
• 130 children 10-12 years old
• Comparison
• groups
• 130 children 10-12 years old

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PROGRAM FOLLOW-UP
PROCEDURE

• Fortnightly Seminar

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TEACHERS RESPONSIBILITIES

• To include personal and social responsibility in
  the content of their Physical Education classes.
• To gradually give control to the pupils.
• To promote individual and group thinking.
• To talk about transference.

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TO EVALUATING THE PROGRAMS EFFICACY
QUANTITATIVE METHODOLOGY - Repeated pre- test
and post- test measurements - Observational
recording (each session was videotaped)
QUALITATIVE METHODOLOGY - In depth interviews
and focus group with the teachers - No
Participant Observation
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Materials

• Self-Efficacy Scale (Bandura, 2001)
• - Self- Regulatory

• The Sociometric Test (Arruga, 1979)
• - Observational Records.
• Observation Diary
• In depth interviews with the participants.
• Focus Group with the teachers
• Personal y Social Responsibility Scale (Escartí,
  Pascual Gutierrez, in process)

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Figure 1. Estimated marginal means of
Self-Regulatory self-efficacy.
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Quantitative Results
Responsability Improved after the Intervention
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Qualitative Results

• a) In children
• R M has improved Levels I, II and III
• The majority has learned to respect levels I,
  II, III. Thus, in general they respect the
  others, as well as the material employed, do
  actively participate, and are autonomous when it
  comes to choosing the game, the teams and putting
  the rules. Moreover, in some cases there have
  been helping behaviors (Colegio Sanchis Guarner,
  Ob. Diana 19/4/05, p. 45, 1-4)

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Qualitative Results (cont.)

• Principalmente R M has decreased verbal and
  physical violence
• I have felt a decrease in violence. From the
  beginning to the end of the program there has
  been an important reduction in the level of
  violence exerted within the group, and in the
  degree of violent behavior. This principally has
  been my feeling. (Interview Salva Postest,
  10/6/04, p.2, 10-12)

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Qualitative Results (cont.)

• Children have learnt a method to solve problems
  peaceful through dialogue
• Above all, they have learned to solve problems
  in a pacific way (Interview Carlos, Postest
  28/6/05, p. 1, 34-35)

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Qualitative Results (cont.)

• RM has helped children to be aware of their
  behaviors
• The program has made them more conscious of
  their own behavior, and helped them to find
  solutions, and think about what they are doing
  (Interview Salva, Postest 10/6/04, p. 2, 1-3)

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Qualitative Results(cont.)

• b) In Teachers
• The professional development. Awareness
• to work in this program has led me to be
  more conscious of my own attitudes, behaviors and
  interact with my pupils (Interview Marisa
  Postest 28/6/05, p. 2, 1-5)

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Qualitative Results(cont.)

• b) In Teachers
• The professional development. Coherence
• Application of the program implies to work
  with a great degree of coherence towards what we
  do and what we say (Interview Salva Postest,
  28/6/05, p. 1, 40-43)

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Qualitative Results(cont.)

• b) In Teachers
• The professional development. Satisfacción
• to participate in this program has helped me
  to increase the degree of satisfaction that is
  felt when one senses that what he is doing has a
  positive effect upon your students and, even
  more, when your colleagues recognize the level of
  professional competence with which you are
  assuming your task,
• (Interview Salva Postest, 28/6/05, p. 1, 43-47)

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Discussion
AFTER 2 year THE INTERVENTION CHILDREN .
IMPROVED PERSONAL AND SOCIAL RESPONSIBILITY .
IMPROVED SELF-EFFICACY
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Discussion
AFTER THE INTERVENTION TEACHERS IMPROVED THEIR
PROFESSIONAL DEVELOPMENT
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FUTURE APPROACHES TO USING THE PERSONAL AND
SOCIAL RESPONSIBILITY MODEL (MR) IN THE SCHOOL

• 1. To adapt the RESPONSIBILITY MODEL to all the
  subjects of the school curriculum.
• 2. To involve Parents in the goals of the
  RESPONSIBILITY MODEL.

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• Thank You