African-American Children's Representation of Personal and Social Responsibility

Autor/inn/en	Mowling, Claire M.; Brock, Sheri J.; Hastie, Peter A.
Titel	African-American Children's Representation of Personal and Social Responsibility
Quelle	In: Sport, Education and Society, 16 (2011) 1, S.89-109 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-3322
Schlagwörter	Elementary School Students; Grade 5; Research Needs; Physical Education; Student Attitudes; Social Responsibility; African Americans; Models; Caring; Helping Relationship; Transfer of Training; Freehand Drawing; Personal Narratives; Interviews; Behavior Change; Compliance (Psychology); Punishment; Racial Differences + Suchen Sie Ihr Suchwort? School year 05; 5. Schuljahr; Schuljahr 05; Forschungsbedarf; Körpererziehung; Sportunterricht; Schülerverhalten; Soziale Verantwortung; Afroamerikaner; Analogiemodell; Care; Pflege; Sorge; Betreuung; Helfende Beziehung; Training; Transfer; Ausbildung; Drawing; Zeichnen; Erlebniserzählung; Interviewing; Interviewtechnik; Bestrafung; Rassenunterschied
Abstract	This study examines 12 grade five elementary school students' attitudes and beliefs concerning personal and social responsibility in physical education. Factors used to identify students' attitudes and beliefs were initially divided into the six levels of Hellison's Taking Personal and Social Responsibility Model (TPSR), namely: irresponsibility, respect for the rights and feelings of others, participation and effort, self-direction, helping and caring for others and transfer into real-life situations. Through a variety of data collection techniques such as drawings, narrations, interviews and observations, a representation of the students' attitudes and beliefs regarding personal and social responsibility was identified. Results from the study showed the emergence of the following themes: (1) an emphasis on one on one interactions; (2) a focus on negative actions; (3) responsibility is complying with teachers to avoid punishment; (4) responsibility is determined by the family and not the school; and (5) responsibility and race differences. Further research needs to be conducted to determine how children's entry characteristics can be used to strengthen behavioural change in models such as TPSR. (Contains 2 tables and 7 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10