Implementing the Teaching Personal and Social Responsibility (TPSR) Model in Chinese Middle School: A Mixed-Methods Study

Abstract

This study examined a six-month implementation of the Teaching Personal and Social Responsibility (TPSR) model in a Chinese middle school. Two Grade 8 classes were involved in the study, both of which were taught by the researcher. A mixed-methods design was employed to examine both the implementation process and the impact of the TPSR programme. Quantitative data were collected through questionnaires, while qualitative data were drawn from multiple sources, including interviews, observations, regular student self-assessments. The implementation of the TPSR programme was generally successful in promoting positive students' learning experience in school physical education (PE) lessons. The majority of students developed a greater understanding of personal and social responsibility and demonstrated more responsible behaviours during the programme, although some students showed limited changes. At the same time, the transfer of responsibility learning beyond PE lessons was not consistently evident across students and may need a longer period of implementation and more consistent reinforcement. Most students also showed greater interest and enjoyment in the TPSR programme compared with previous PE experiences. However, some students felt that the intensity of physical activity was lower than they expected, which limited their enjoyment. Students' sport morality, as described in the Chinese PE and Health Curriculum Standards, showed improvement across all six competencies, but the extent of improvement varied across them. Many Chinese middle school PE teachers who regularly observed the lessons viewed TPSR as a meaningful and practical pedagogical approach that supported students’ physical development and responsibility learning. At the same time, some were concerned that time spent on reflection reduced opportunities for physical activity and, as a result, may have limited students’ preparation for physical fitness examinations. They also pointed out that the TPSR values were sometimes difficult for students and teachers to fully understand and use in practice. This study provides useful insights for PE teachers who are interested in implementing TPSR in their future teaching. It has practical implications for Chinese PE teachers by illustrating how TPSR can be taught to Chinese students in practice, as well as the challenges they may face when implementing TPSR within the Chinese educational context.