Emotional and Social Outcomes of the Teaching Personal and Social Responsibility Model in Physical Education: A Systematic Review and Meta-Analysis

• Published in: Children (Basel) Vol. 11; no. 4; p. 459
• Main Authors: Aygun, Yalin, Boke, Hulusi, Yagin, Fatma Hilal, Tufekci, Sakir, Murathan, Talha, Gencay, Ertugrul, Prieto-González, Pablo, Ardigò, Luca Paolo
• Format: Journal Article
• Language: English
• Published: Switzerland MDPI AG 01.04.2024
• Subjects: Accountability; Data collection; Dissertations & theses; Education; Empowerment; Exercise; Literature reviews; Meta-analysis; Methods; Physical education; product outcomes; Secondary schools; Skills; Social responsibility; Systematic review; Teachers; Teaching; teaching personal and social responsibility; Canada; United Kingdom; physical education; meta-analysis; teaching personal and social responsibility; product outcomes
• ISSN: 2227-9067; 2227-9067
• DOI: 10.3390/children11040459

In today's ever-changing world, fostering personal and social responsibility is essential for building strong and compassionate communities. This study aimed to provide a quantitative synthesis focusing on the emotional and social outcomes of Teaching Personal and Social Responsibility (TPSR) model-based Physical Education (PE) programs. A comprehensive literature review covering the period from November 2022 to September 2023 identified 637 articles published between 2005 and 2023. Of these, 20 met the inclusion criteria. Data from these articles were coded, and a comprehensive meta-analysis was conducted, incorporating 28 effect sizes. Methodological quality was assessed using the Medical Education Research Study Quality Instrument. Hedge's g served as the effect size measure and emotional and social outcomes subgroups were consolidated. Heterogeneity was evaluated with Cochran's Q and I . Meta-regression and ANOVA-like models addressed categorical moderators, whereas publication bias was assessed through funnel plot, failsafe number, and Egger's linear regression. A significant and positive effect of the TPSR model on product outcomes (Hedge's g = 0.337, 95% CI = 0.199 to 0.476) was found. Despite considerable heterogeneity (I = 83.830), a random effects model was justified. Assessment of publication bias indicated a low likelihood. Moderator analyses revealed that publication countries significantly influenced the effect, with stronger effects in Turkey. Publication type (article vs. thesis) also played roles in moderation. The meta-regression analyses did not reveal significant effects for the grade level, duration of intervention, publication year or sample size on the TPSR model's impact on product outcomes. The TPSR model positively impacts emotional and social outcomes in PE, enhancing children' skills and behaviour. However, variations across cultures highlight the need for further research, considering limitations like language constraints and potential biases in study selection and data extraction.