Maggie McClune Assignment 3

EDPROFST 727
Adapted 02/08 Room 4 Otaika Valley School

Theory and discourse in PE

Hellisons Model for teaching Personal and Social Responsibility

Appendix 2

(Adapted by Maggie McClune to suit Room 4, Otaika Valley School) Adapted from ideas in

Helllison, D Goals and strategies for teaching physical education(1985) and Teaching responsibility through physical activity(2003)

Underlying principles
1.

2.
3.
4.

Responsibility model is relational. Teacher- student relationship is respectful, supportive, has a responsibility bases environment- treat kids with dignity, work from their
strengths, respect their individuality.
Responsibility model shifts the emphasis from physical activity to life skills and values
Responsibility model integrates responsibilities into the physical education lessons and into the general classroom programme.
Responsibility model gradually shifts power and decision making from teacher to students, choice and voice.

LEVEL 0

IRRESPONSIBILITY

LEVEL 1
Respect

SOCIAL-MORAL
Attempts to counter socially
destructive attitudes,
values and behaviours.
Intended to provide a
psychologically and
physically safe environment.
Contributes to the wellbeing
of others
Essential for a positive
learning environment

Main points for each level

Respect
feelings

for the rights and

of others
Self control
The right to
peaceful conflict
resolution
The right to be
included

LEVEL 2
Participation

Personally responsible for

own wellbeing
Designed to help students
positively experience
programme content,
counters self defeating
attitudes and behaviours
e.g. cruising

LEVEL3
Self direction

LEVEL4
Caring

Extends the learning

environment

Extends the learning

environment

Self direction

On task
independence

Goal setting
progression

Courage to resist
peer pressure

Helping others and

leadership

Caring and
compassion

Sensitivity and
responsiveness

Inner strength

Personally responsible for

own wellbeing

Contributes to the
wellbeing of others

LEVEL5

MOST ADVANCED STAGE

TRANSFER TO OUTSIDE
PHYSICAL EDUCATION

Essential for a positive

learning environment
Participation and effort

Self-motivation

Exploration of
effort and new
tasks

Courage to persist
when the going
gets tough

Outside Physical education

Trying these ideas

in other areas of
life

Being a role model

Maggie McClune Assignment 3

EDPROFST 727
Adapted 02/08 Room 4 Otaika Valley School

What the levels can look like

generally
Level O : Irresponsibility

Disrupting work
and play of others

Verbal and
physical abuse

Name calling

Swearing

Making fun of
others

Bullying

Intimidation

Hogging equipment
or space

Inability to control
ones temper

Unable to resolve
conflicts
peacefully

Making excuses

Blaming others

Talking to friends
when teacher is
talking

Talking when class

mates are talking

Deny responsibility
for what they do
or dont do
E.g. Mum forgot to put my
PE gear or swimming gear in
my bag.
Mum didnt get it ready
Mum didnt put my
homework book in my bag.

Level 1:Self control

Control your
temper and your
mouth

Control selfish
behaviours( not
controlled by
others-resisting
the urge to fight)

Right to peaceful conflict

resolution
Encourage
negotiation

Recognise
differences of
opinion
The right to be included

Everyone deserves
turns and playing
time

May not participate in daily

activities or show mastery
or improvement but can
control their behaviour
enough so they dont
interfere with other
students or their right to
learn. They do this without
teacher intervention or
constant supervision.

Theory and discourse in PE

Level 2:Self motivation

Shifting small
responsibilities to
students in skill
drills or fitness
activities

Exploration of effort and

new tasks

Try it you might

like it

Give it a go

Willing to
participate
Courage to persist when the
going gets tough

Try your best and

dont give up

Personal definition of
success( give a variety of
definitions, this will help
them develop or internalise
their own)
A task involved person
defines success in terms of
participation, improvement
and mastery in a particular
task. Success depends on
ones own effort.

Level 3: On task
independence

Show respect and

participation.

Able to work
without direct
supervision

Can do learning
centre activities

Can follow a
reading rotation
board

Can work o n
fitness/PE activity
cycle
Goal setting progression

Understandings
goals- initially set
goals for them ,
work on
understanding
their own needs
and setting own
goals

Realistic goals

Links in with
setting learning
outcome/
intentions-Teacher
to model and
reflect on these
Make a carry out a
plan to improve
ones self- identify
strengths, work on

Appendix 2

Level 4: Includes respect,

participation, being self
directed and motivated to
extend their sense of
responsibility beyond
themselves by cooperating,
giving support, concern and
helping others.

Interpersonal
skills of listening
and responding
without being
judgemental or
dogmatic,

helping without
being arrogant,

helping only if the

other person
needs help-not
being a rescuer

Learning to help
resolve disputes,
differences, and
conflict peacefully
and
democratically.
Leadership roles

Ability to balance
the task of giving
group direction
with facilitating
their own needs
and interests.
Inner strength

Involves the
courage to resist

Level 5: Transfer of all skills

to other situations and
places.

Maggie McClune Assignment 3

EDPROFST 727
Adapted 02/08 Room 4 Otaika Valley School

Theory and discourse in PE

My little sister took my

book, ripped my book.

weaknesses

Courage to resist peer

pressure

Being able to
stand up for
personal rights

How to be
appropriately
assertive

Learned
helplessness
Mum hangs up the school
bag.
Mum has to find the lost
property

Cant find clothing,

hat, homework,
togs

Teacher interaction
strategies

Specfic lesson format

Teacher talkawareness talk

Counselling timebuilt in as needed

Group talk- built in

as needed

Modelling- on going

Reinforcementpositive and
specific
reinforcement

Reflection time
Specific
strategies for
each level
Use of games sense
approach- TGFU
Use of cooperative
games

Appendix 2

Teach level one to

students with
examples
Keep own temper
under control
Praise students
for being under
control with out
prompts
Ask students how
the class can do a
better job of
protecting
everyones rights
Rule modification
Inclusion

Teach level two

with examples
Get involved with
students-to model
and reinforce
skills and
behaviours
Ask them to
reflect on the
amount of their
involvement
Ask them what
they want to learn
Modifying tasks
Self paced
challenge
Redefining success
for each student

Teach level 3 with

examples
Keep your
promises to your
students
Acknowledge
independent work
Ask students to
reflect upon their
responsible self
directed behaviour
Allow for choice
for independent
work
On task
independence
Goal setting
Personal plan

peer pressure and

ones own agenda
to step up as a
leader

Teach level 4 with

examples
Helping others
Leadership roles
Pursing group goals

Cross age teaching

Coaching
Social contribution

Maggie McClune Assignment 3

EDPROFST 727
Adapted 02/08 Room 4 Otaika Valley School
How the levels can
work during physical
education sessions

Standing and
watching but not
joining in
Cruises not putting
in any effort
Doesnt disrupt
class
Brings swimming
gear or cross
country gear,
sunhat
Gets changed
sensibly
Practices but not
all the time
Reacts
immediately when
whistle blown
Aware of safety
rules in and around
pool e.g. Walks in
the pool area
On time to class

Theory and discourse in PE

Tries new things

without
complaining
Doesnt saying I
cant
Listens to
instructions
Helps with
equipment
Puts equipment
away properly
Joins in with
others
Gets into pool and
gives it a go
Can look after own
possessionsclothing named, in
own bag,
everything taken
from pool area

Puts equipment
away correctly and
in right place.
Doesnt need to be
asked to do jobs
Stays on task even
when teacher
involved with
other group
Listens to and
follows
instructions the
appropriate time
Set goals and
works towards
meeting them
Makes sensible
choices
Knows what to do
in an emergencyfollows correct
procedures(e.g.
child fitting, child
had an accident)

Appendix 2

Willing to work
with anyone
Helping to take
care of new
children or
younger children
Showing another
child how to carry
out a task or skill
or play a game
Inviting others to
join in
Accepting of
others capabilities
or lack of them
Supporting
children with
disabilities in a
sensitive way if
they require
assistance.
Able to support
other childrens
learning eg .models
and encourages
safety rules in a
non threatening
manner
Sharing equipment
Leading a group
Teamwork
Ability to adapt
games
Can lead
discussions and
reflection sessions