1. Personal/Social Responsibility

2. Responsibility Defined
Personal acceptance for conduct
Concerning others
Our surroundings
Ourselves
Includes: keeping obligations, striving for personal/moral best, self-discipline, honesty
Nurtures responsibility
Internally motivated;a voluntary choice

3. Underlying Premises
Just because someone thinks empathetically doesn’t mean they can handle moral conflict
Standards-based education empowers for broader educational goals
Responsibility is learned
Must foster responsible behaviors and attitudes with deliberate methodology and activities
The whole child can be developed

4. Curriculum and Instruction
Decision-making privileges
Begin with small situations
Teachable moments
Even when an unsuccessful decision has been made, work through it!
Atmosphere or climate
Students empowered; gradually shift from teacher decisions to student decisions
Self-directed
Encourages responsibility

5. Responsibility as Instruction
Including all students
Using student input
Providing choice
Practice making choices
Reflection about choices
Student-centered; climate supports student attempts to accept responsibility

6. Responsibility as Curriculum
Hellison model
Strategies
Guidelines for behavior, expectations outlined, provides students with more participation in learning
Responsibility through physical activity
Hierarchy of values
Respect, effort, independent worker, contributing to well-being of others, ‘outside’ the gym
Integration of responsibility through physical activity
Planned strategies to foster responsibility: group meetings, goal-setting, self-grading while involved in content

7. Emphasis of Standards within Personal and Social Responsibility
1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
Major
2. Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
Minor
3. Participates regularly in physical activity.
4. Achieves and maintains a health-enhancing level of physical fitness.
5. Exhibits responsible personal and social behavior that respects self and others in physical activity settings.
6. Values physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
Reference:  Moving into the Future: National Standards for Physical Education, 2nd ed. (2004), p. 11

8. Benefits
Promotes responsibility through direct strategies that allow students decisions
Lessens risky behaviors
Opportunities for belonging
Develops a playful spirit

9. Compromises Time devoted to model
Competes with physical skills initially
Traditional “time-on-task” may increase as students assume more responsibility

10. Limitations Demands on teacher Willing to try new possibilities
Devote time to activities; do you as teacher believe the time is well spent and important?
Transferring control; different than how we were socialized as students
Outside comfort zone; requires thinking differently

11. Assessment Goal is student learning
Formative in nature;feedback informs students
Multiple types
Exit slips
Checklists

12. Summary
Relational; teacher-student relationship is important for successful implementation
Congruency; instruction must carry out the goals of the curriculum
Choice
Climate;encourage risk-taking, initiative, commitment to others
Relinquishing control;let go of traditional techniques and attitudes of ‘control’