Effects of a Personal Responsibility Model on Individual and Class-Wide Social Behaviors

By Balderson, Daniel W.; Watson, Doris L. et al. | Research Quarterly for Exercise and Sport, February 2007 | Go to article overview

Effects of a Personal Responsibility Model on Individual and Class-Wide Social Behaviors


Balderson, Daniel W., Watson, Doris L., Tincani, Matt, Research Quarterly for Exercise and Sport


Teaching students social values has long been associated with K-12 education (Solomon, Watson, Delucchi, Schaps, 1988). Violence, bullying, and other anti social behaviors are some of the greatest concerns of those that educate our youth. Public school teachers consistently cite discipline and management as one of their foremost concerns each day as they engage in instruction (Manning & Bucher, 2005). Practitioners and scholars are refocusing their attention on implementing and empirically documenting social development programs (Hellison, 2003; Martinek & Hellison, 1998; Solomon, Watson, Battistich, Schaps, & Delucchi, 1996; Shields & Bredemeier, 1995; DeBusk & Hellison, 1989). The context of physical education, due to it's naturally interactive and conflict oriented environment may be an ideal setting for social skill development. Although widely used but lacking empirical support, the personal responsibility model encourages students to apply positive social behavior through such activities as group discussion, goal setting and reflection (Hellison, 2003; Hellison & Walsh, 2002). The present research study examined the effects of Hellison's personal responsibility model on individual and class wide anti and positive social behavior. A multiple baseline, behavior analytic design was used to best determine the effects of the intervention on the students. Three students were chosen as participants based on the observed persistence of anti social behavior. …

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