Preservice Physical Education Teachers’ Experiences Implementing the Teaching Personal and Social Responsibility Model

Abstract

The purpose of this study was to examine physical education (PE) preservice teachers’ (PSTs) experiences applying the teaching personal and social responsibility model (TPSR) at the elementary level. Fuller’s (1969) theory of concern development served as a framework for this study. A purposive sample of nine PSTs (3 females, 6 males), majoring in PE teacher education, participated in the study. A focus group, observations, and diary reflections were used as data collection methods. Triangulation of the data and a member check process ensured the trustworthiness of the study. Results showed that PSTs were more prepared to teach the TPSR levels of helping others, effort, and autonomy at the elementary level. However, the level of respect was the most challenging level for PSTs to implement. Student misbehavior, planning, communication skills, and environmental factors emerged as practical instructional challenges in applying the TPSR. Finally, participants reported that the TPSR was vital and changed their beliefs regarding PE and contributes to developing values and life skills. Further research should address the concerns and gaps in the levels of respect and effort.