Mr. Addison Cox
Introduction
Class Introduction
What is TPSR?
 Created by Don Hellison for an afterschool
program for inner city students.
 Developed to help students learn to be responsible
by giving them increasing amounts of
responsibility.
 In addition, carefully shifting a significant portion
of the decision-making responsibilities to
students.
What is TPSR?
 Empowers students to take more personal and
social responsibility for their actions and lives.
 Teaches students to be concerned about the rights,
feelings, and needs of others.
 Emphasizes effort and self-direction as critical to
the achievement of personal well-being.
 Respecting others’ rights, considering others’
feelings, and caring about others is vital for the
achievement of social well-being.
Warm-Up Activity
 Describing Responsibility??? (Mix, Pair,
Share)
Mix-Walk around the class while music is
on
Pair-When music stops, find a partner
Think Time- Allows time for students to
think (10 sec)
Share-Take turns sharing answer
Question 1
 Name one personal responsibility behavior that
may be shown in physical education?
 (Partner with the longest hair shares first)
Question 2
 Name one Social responsibility behavior that may be
shown in physical education?
 Must find NEW partner
 (Partner with the brightest shirt shares first)
Question 3
 What is your favorite physical activity and why?
 Must find NEW partner
 This time I will give each partner about 20 sec to share
answer then switch.
 (Partner that is the tallest shares first)
Mix, Pair, Share
 Is more cooperative learning, but PR and SR are
essential for cooperative learning
 Allows for students to practice positive social
interaction
 Allows for 100% participation
 Have some fun questions mixed in
 For younger students you can change the way they mix
(bear, crab, kangaroo, etc.)
 For older students you can take a break from the
activity and allow students to Mix, Pair, Share
Levels or “Floors”
Hellison places the achievement of the
previous outcomes in an informal
progression of levels or goals to help
both teachers and students to become
aware of their behaviors and to focus
their efforts as they move toward
desired outcomes.
4th Floor
Caring/Helping
3rd Floor
Self-Direction
2nd Floor
Effort and Participation
Zero Floor
Irresponsible
attitudes and
behaviors
1st Floor
Respect
5th
Floor
Outside
of Gym
Floor Zero
 Irresponsible attitudes and behaviors
 Examples:
 Calling others names
 Not participating
 Disrupting class
 Poor sporting behavior
 Losing control of temper
st
1
Floor- Respect
 Control their own behavior
 Show respect for the feelings and rights of others
 Understand that everyone has the right to
participate
 Have the right to resolve conflicts peacefully
 Recognize and respect differences of opinion
 Understand the impact of one’s behavior on others
2nd Floor- Effort and Participation
 Participate in activities that can become an
integral part of their lives (lifetime physical
activities)
 Try new activities
 Accept new challenges
 Create a personal definition of success
 Explore the relationship between effort and
outcomes
rd
3
Floor- Self-Direction
 Assume increased responsibility for their
work and actions
 Work more independently on tasks
 Learn to identify their own needs and
interest
 Set own goals
 Balance current and future needs
 Greater ability to disregard “peer pressure”
th
4
Floor- Caring and Helping
 Develop interpersonal skills
 Reach beyond themselves to others
 Give support, show concern, and show
compassion without expectation for
reward
 Assist other students in the learning
process
th
5
Floor- Outside of Gym
 THE ULTIMATE GOAL OF TPSR.
 The previous behaviors would be developed during
physical education class and then used outside of the
gym, in the home, and community settings.
Practical Uses
 We do not want to label students
 The floors take work to achieve (open the
door, climb the ladder, climb the rope, get
help over the wall)
 Make the diagram work for your
students/unit-basketball court or gym
Practical Uses
 Use this diagram for a bulletin board
 Have students help create “our” house by
using clip art or crayons to draw (physical
education activities etc.)
 Ask students which level they thought they
achieved at the end of class
 Remember students must take ownership,
not the teacher
st
1
Activity
 Making “our” house
 Use the 12 strips of paper with responsibility behaviors
to fill in the different “floors” of the house.
 Each student will receive 2-3 behaviors and tape the
behaviors on the corresponding “floor.”
 Earn Pictures to add to “our” house.
 Review and discuss using…
 Thumbs-Up
 Thumbs Sideways
 Thumbs-Down
Quick Review
 What do we NOT want to do when using floors or the
house diagram?
 What is the ultimate goal of TPSR?
What Teaching Strategies Support
This Model?
 Promoting Awareness
 Experience
 Choice
 Problem Solving
 Self-Reflection
 Counseling Time
Promoting Awareness
 Promoting awareness of goals and “floors” is
vital for the success of the program (Post
Diagrams/ “Quotes”)
 Take advantage of opportunities to help
students learn about the program and the
different “floors”
 Use brief talks at the beginning of class to
discuss a level
Promoting Awareness
 Use teachable moments during class to
point out level-related activities
(teambuilding-MI)
 Invite students to share their experiences
with different levels (House Diagram, dryerase board)
Experience
 Students need opportunities to experience different levels
 The teacher can select activities or games that…
-Promote cooperation and inclusion, parachute (1st Floor)
-Help students see the relationship between effort and outcome,
jump rope-cardiovascular endurance (2nd Floor)
-Provide opportunities for students to work independently
during class or to make choices about the task, modified
stations (3rd Floor)
-Help others and encourage the development of responsibility,
Teambuilding-MI or Human Pretzel (4th Floor)
Choice
 Students on 1st Floor that misbehave or infringe on the
rights of others can either choose to sit out or change
their behaviors. In addition, students experience
choices when resolving a conflict (Communication
Boosters).
 Students on 2nd Floor can choose their level of effort
as long as their lack of effort does not adversely affect
the performance of others.
 Examples: Choose the number of repetitions for an
exercise, Choose from a series of progressively more
difficult tasks at a station, Choose a competitive or
noncompetitive group.
Choice
 Students on 3rd Floor may choose to work
on activities related to their personal goals
 Students on 4th Floor may choose to help
others in the class learn (peer teacher)
Problem Solving
 This occurs on all “floors”
 1st Floor- Students may address how to deal with
name call or examine ways to negotiate a conflict
 2nd Floor- Students deal with issues of low
motivation
 3rd Floor- Students address difficulties they
encounter in being self-directed
 4th Floor- Dealing with peer pressure
“Doing what is right, even when people around
you are not.”
Self-Reflection
 ENCOURAGES personal growth
 Students can be asked to reflect on what they did
and felt during class in relation to the “floors”
 Reflection can be achieved in a variety of ways…
-writing (journal)
-checklist
-discussion
-show of hands (thumbs up/down)
*Formal or Informal
Counseling Time
 Talking to individual students about specific
problems
 Teacher’s observations in relation to “floors”
 How students view their behavior and the class
 This could be accomplished for most students
during preclass activities or games
 Other students may require a greater length of
time and may need to be seen outside of class
Quick Review
 Name a type of formal or informal self-assessment.
 Name one way to promote awareness.
What to Include in your Daily
Lessons
 Relational Time
 An Awareness Talk
 Physical Activity Lesson Plan
 Group Meeting
 Self-Reflection Time
Relational Time
 Regardless of class size, the effort must be made to
convey to each student that he or she…
-has strengths as well as things that need work
-is a unique individual
-has a voice that matters
-has the capacity to make decisions
 Nothing substitutes for a quality one-on-one
exchange with a caring adult, even if it is brief.
Awareness Talk
 Needs to brief (couple of quality minutes)
 It is better to ask than to tell
 The talk provides an opportunity to remind students
about their responsibilities that day
 Most importantly, is to have students volunteer to
share what the responsibilities or “floors” are in
their own words. (Mix, Pair, Share)
 Realistic Examples: “We all gotta get along” or “Don’t
act the fool”
Awareness Talk-One Liners
 “The only person you really get to change is yourself”
(1st Floor)
 “To get better, you have to pay the price” (2nd Floor)
 “It’s your body and your life” (2nd and 3rd Floors)
 “Good idea, but could you say it more positively?” (4th
Floor)
 To students whose lives revolve around basketball and
dreams of the NBA: “When the air goes out of the ball,
what are you going to do?” (5th Floor)
Physical Activity Plan
 A majority of the time will be spent in activity by
imbedding TPSR ideas into physical activities.
 However, including TPSR into physical education
activities often means changing long lasting,
“traditional” teaching structures.
 We will go into more detail soon.
Group Meeting
 Group meetings give students practice with
democratic values and skills.
 This occurs at the end of a lesson.
 The purpose of the group meeting is to give students
the opportunity to express their views about the day’s
lesson, how their peers did as a whole, and perhaps
even how effective the teacher was during the lesson.
 This is a great time for students to provide suggestions
and the teacher can suggest a solution and ask advice.
Group Meeting Guidelines
 No disrespect in the group-no ganging up on
or blaming others
 Inclusion of everyone in the discussion
 Peaceful resolution of conflicts
Reflection Time
 Follows the group meeting
 Shifts from program evaluation to self-
evaluation (Taking Ownership)
Reflection Time
 Reflection time is designed so students can reflect on
and evaluate themselves based on
-how well they respected others’ rights and feelings
-how well they cooperated with others
-the extent of their effort
-their self-motivation
-their self-direction
-how well they made the class a positive experience for
everyone
-whether they put some of these things into practice
outside of the gym
Self-Evaluation
 Examples that I have used…
 Self-Grading Scorecard (compares student score to
teacher score)
 Student Daily Log (measures 13 program aspects
including student, class, program, and teacher)
 Program Evaluation
Quick Review
 Why is relational time so important?
 What is the purpose of a group meeting?
The 9 Program Structures Essential
for Effective TPSR
 Modeling Respect
 Setting Expectations
 Providing Opportunities for Success
 Fostering Social Interaction
 Assigning Management Tasks
 Promoting Leadership
 Giving Choices and Voices
 Involving Students in Assessments
 Promoting Transfer
Modeling Respect
 Teacher models respectful communication
Examples:
 Using students’ names
 Engaging in active listening
 Making eye contact
 Recognizing individuality
 Maintaining composure
 Providing developmentally appropriate instruction
 Talking “with” students rather than “at” students
Modeling Respect
Counter Examples:
 Exhibiting indifference
 Being disengaged
 Losing one’s temper
 Deliberately embarrassing a student
Setting Expectations
 The teacher explains explicit behavioral expectations
Examples:
 Making sure all students know where they should be
AND what they should be doing at any given time
 Giving explicit expectations for the activity
 Explaining and reinforcing safe practices, rules, and
procedures.
 Reinforcing expectations is vital for students to
safely remain on task.
Class Expectations
 Hellison's levels can be translated into class rules.
Developed by Graham et al. (1998), these class
rules reflect Hellison's levels:
 1st Floor-"Be nice to classmates, the teacher, and
the equipment."
 2nd Floor-"Try everything - and try hard."
 3rd Floor-"Do what you are supposed to do, even
though the teacher isn't looking."
 4th Floor-"Help others."
Providing Opportunities for
Success
 The teacher structures lessons so that all students have
the opportunity to successfully participate and be
included regardless of individual differences.

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Examples:
Making appropriate adaptations for inclusion
Provide opportunities for practice, skill refinement, and
game play
Volunteer answers in a discussion (group meeting)
Succeed in a nonphysical task (Bonus points for
academic questions)
Fostering Social Interaction
 The teacher structures activities that foster positive
social interactions
Examples:
 Fostering student-to-student interactions through
cooperation, teamwork, problem solving, peer
coaching, and partner drills in which communication
is encouraged (Mix, Pair, Share and group meetings)
Fostering Social Interaction
Counter Examples:
 Not engaging in random student
interactions
 Facilitating pseudo group discussions that
involve only teacher-student exchanges
(This is often difficult)
Assigning Management Tasks
 The teacher assigns specific responsibilities or
management related task
Examples:
 Asking students to take attendance
 Serve as timekeepers
 Set up equipment
 Keep score or records
 Officiate a game
(Try to rotate tasks so students can participate in a
variety of tasks)
Promoting Leadership
 The teacher allows students to lead or be in charge of a
group.
Examples:
 Allowing students to demonstrate for the class
 Lead stations
 Teach or lead exercise for whole class
 Coach teams
Giving Choices and Voices
 The teacher gives students a voice in the program
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Examples:
Allowing students to engage in group discussions
Vote as group
Make individual choices
Inviting student questions or suggestions
Allowing students to select between a competitive or
noncompetitive group
Letting the students evaluate the teacher or the
program
Involving Students in Assessment
 The teacher allows students to have a role in their own
assessment
Examples:
 Self-assessment or peer assessment related to skill
development, behavior, or attitude
 Student centered goal setting
 Negotiation between teacher and student on the student’s
grade or progress in the class.
This goes back to students taking ownership of their
actions, behaviors, and ultimately their education
Promoting Transfer
 The teacher directly addresses the transfer of life skills or
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responsibilities beyond the program (5th Floor)
Examples:
Working hard and persevering in school
Being a leader in the community
Keeping self-control to avoid a fight afterschool
Setting goals to achieve goals in sports or life in general
Being a good team player when in other contexts such as
the workplace
Thinking independently to avoid peer pressure and make
positive life choices
Quick Review
 Name a way to promote student leadership in physical
education.
 Fill in the blank:
We want students to take _______ of their actions,
behaviors, and ultimately their education.
 Name a way to give students a choice and a voice in
physical education.
Why This Model?
 Personal and social responsibility are essential for
success in school, workplace, and the community
 For students to be successful in their school career
they must take responsibility for their education
 Even more essential for a global economy
 The students enjoy it because they have a “voice” in
their education (standardized testing and MSLs)
 Studies have shown that the model improves academic
success in the classroom
Drawbacks of the Model
 Difficult for teachers to adjust their “traditional”
approach to physical education (out of their comfort
zone)
 If not done correctly, students could be labeled or
excluded
Culminating Activity
 World's Fastest Cup Stacker
 Setting Expectations (Awareness Talk)
 Noncompetitive Example
 Competitive Example
 Team Modifications
 Group Meeting (Self-Reflection)
References
 Graham, G., Holt/Hale, S.A., & Parker, M. (1998).
Children Moving: A Reflective Approach to Teaching
Physical Education (4th ed.). Mountain View, CA:
Mayfield.
 Hellison, D. (1995) Teaching Responsibility Through
Physical Activity. Champaign, IL: Human Kinetics.
 Rizzuto, C. (2012). 2012 Nassau Physical Education
Conference. (House Diagram)
 Wuest, D. (1999) Disciplining Students by Promoting
Responsibility. PE Central.
http://www.pecentral.org/climate/january99article.html