1. Hellison’s 5 levels
Knowledge of accepting personal responsibility to maintain a physically and emotionally safe and non-threatening environment.

2. Purpose
To take responsibility for your own well-being and for contributing to the well-being of others.
The levels are adapted and based on Don Hellison’s Model of “Teaching Responsibility through Physical Activity”

3. Level 1: Irresponsible/Egocentric
Blames others
Name calling
Disruptive
Rude
Makes excuses
Doesn’t take responsibility for actions
Doesn’t play by the rules   
Aggressive behavior
Does not listen or participate

4. Level 2: Self Control/Respect
Doesn’t call names
Controls temper
Doesn’t disrupt class
Puts head down in class or sleeps
Listens, but does not actively participate
Really does not put forth any effort
Cruises in neutral, but doesn’t both anyone
Hangs out on sidelines during activities

5. Level 3: Involvement/Participation
Listens and sort of follows directions
Shows at least minimal respect and participation
Stays on task only when teacher is watching
Willing to try and are partially involved in activities
Participates with reservation

6. Level 4: Self Responsibility/Self-Direction
Works his/her hardest
Shows respect
Makes good choices
Honest and fair
Admits mistakes and
apologizes
Works on activities independent of teacher          
Works with others to settle argument quickly

7. Level 5: Caring Exhibits all of Level 4 …
Works with everyone in the class, willingly
Appropriately compliments and encourages others
Takes care of equipment
Asks and provides assistance to teacher and other students
Concerned with the progress of others and overall success of team/group

8. The Levels at a Glance
Level 1 Egocentric, lack of self-control, non-team player.
Level 2 Respecting the Rights & Feelings of Others Self-control and peaceful conflict solving.
Level 3 Effort and Cooperation: Getting along, being self– starter, trying new tasks.
Level 4 Self-Direction: Being on-task, setting and sticking to personal goals and resisting peer pressure.
Level 5 Helping Others and Leadership: Showing caring, sensitivity and concern for others in the class.
Level 6: Taking Teaching Personal and Social Responsibility Outside the Gym: Integrating values into other areas of life - being role models.

9. Theme
Integration - Teaching life skills and values must be integrated with the physical activity subject matter rather than be taught separately
Transfer - Lessons learnt in P.E must be taught for transfer into other aspects of their lives.
Empowerment - Instructional strategies based on a gradual shift of responsibility from the program leader to the participants
Integration- -Authentic context
Boys issues
Coaching comments
Transfer- Primary Teachers have a great opportunity here! Transfer in P.E. lessons does not happen automatically.
Read NZ Health Curriculum Document Aims Page 7
Empowerment-.
This is a challenge for traditional teachers, it takes a real shift in their thinking and challenges many of their beliefs. However, using the accordion principle and the idea that less is more it can be manage in a non threaten way. It starts with the “want”
Teacher- Student Relationship- Ginott quote “ I have come to the frightening conclusion…”or any of these convictions to be successful the teacher must recognise and respect the students Strengths and successes bot just weaknesses,individuality,opinions ( they have important thoughts and feelings) capacity to make wise decisions

10. When we talk about teaching responsibility, we are usually focusing on Levels But a few students start at Level 1 …
Level 1 is when a student focuses mostly on their own wants, demands and desires—and on their time schedule!
Level 1 kids are focused exclusively on themselves - and when they perform in sports it’s about their own achievements rather than that of the team. Level 1 kids are difficult because of their attitudes and other kids generally resent having them around to play sports with. In fact, Level 1students often make PE a miserable experience for themselves and others. 
Level 1 could look like shoving, insulting behavior and aggressive and inappropriate play. It could sound like putdowns and whiny complaining. “It’s all about me” could be a slogan for Level 1.

11. Responsibility begins at Level 2 — where a student realizes that they live in a community and that their needs and desires are not always paramount. Self-control is the hallmark of this level. This student does not disrupt class but also does not really participate.
Level 2 philosophy is a “let and let live.”
If Level 2 had a song it would be R.E.S.P.E.C.T.
Oh, and by the way, kids don’t stay on the levels - they sometimes go up and down depending on maturity, family and other circumstances. No kid is typically a Level 1 or 2 but rather demonstrates these behaviors at times … hopefully not frequently.

12. Level 3 students are those who have enough inner resources to motivate themselves.
They are self starters and try to do the tasks given to them.
They explore new activities with a good attitude and try to get along with people, even if they don’t like them.
This level is about cooperation and effort.
They still need a teacher to direct them to stay focused and on task.
They’re still learning to work towards the betterment of the entire team or group.

13. Level Four students are able to maintain focus and stay on task.
They set goals and keep on target.
They are focused on what they need to do to get the A (not so much the whole group or team … yet)
Students are courteous to their teacher as well as their classmates.
They’re always engaged in activity and striving towards individual excellence

14. Level 5 students … All around awesome!
Students are focused on doing what’s best for the whole team (not just self)
They work hard individually while also assisting anyone when necessary
They raise their hand in class, volunteer to help fellow students and the teacher
All around awesome!

15. Emotional intelligence
Emotional intelligence (EI) can be defined as the ability to monitor one’s own and other peoples’ emotions, to discriminate between different emotions and label them appropriately, and to use emotional information to guide thinking and behavior.

16. Empathy
Empathy is the capacity to recognize emotions that are being experienced by another being. One may need to have a certain amount of empathy before being able to experience accurate sympathy or compassion.

17. Level Five: Caring Level 1: Irresponsible Self Control Level Three:
-Blames others
-Name calling
-Disruptive
-Negative
-Makes excuses
-Does not play by the rules   
-Aggressive behavior
-Does not listen or participate
     
  Level 2:
Self Control
-Does not call names
-Controls temper
-Does not disrupt class
-Listens, but does not actively -participate
-Really does not put forth any effort
-Cruising in neutral, but not bothering anybody
Level Three: 
Involvement  
-Listens and follows direction
-Shows at least minimal respect
-Stays on task only when teacher is watching
-Willing to try and are involved in activities
-Participates with reservation
  Level Four:
 Self-Responsibility
-Shows respect
-Makes good choices
-Honest and fair
-Admits mistakes and apologizes
-Works on activities independent of teachers          
 -Works with other to settle argument quickly
Level Five: Caring
-Exhibits all of level four
-Works with everyone in the class willing
-Compliments and encourages others
-Takes care of equipment
-Asks and provides assistance to teacher and other student
-Concerned with the progress of others