Social and Emotional Learning through TPSR in China

UM > Faculty of Education

Status	已發表Published
	Social and Emotional Learning through TPSR in China
	Li , L.S.; Liang , T.J.; Lei, S. M.; Pratt , E.
	2019-06-19
Source Publication	AIESEP 2019 Book of Abstracts
Publication Place	New York
Abstract	Background and Purpose: Participation in sports and physical activity has been associated with contributing to social and emotional learning (Gould & Carson, 2008). In mainland China, physical education (PE) curriculum emphasizes primarily on skill performance more than affective domain learning (Ji, 2015). Several researchers have explored moral education through the lens of TPSR (Hellison & Doolittle, 2007; Jung & Wright, 2012; Xiang, 2016). However, few studies have explored how TPSR contributed to students’ social and emotional learning (SEL) within mainland China. Therefore, the purpose of this study was to reveal how the implementation of TPSR enhanced Chinese students’ social and emotional learning. Methods: Participants were 27 high school students and two secondary PE teachers. Data sources included: TPSR Implementation Checklist (Gordon, 2016), informal conversational interviews (Patton, 2015), semi-structured interviews. Data were analyzed using open and axial coding (Corbin & Strauss, 2008). Trustworthiness was established through data triangulation, negative case analysis, peer review, and reflective journals. Results: Two themes were evident regarding the implementation of TPSR for students’ SEL: 1) Guideposts and roadblocks of implementation TPSR and 2) students’ care for others. The guideposts and roadblocks indicated how TPSR worked in the Chinese context. Students’ care for others included two levels: caring for peers and caring for family members. Conclusions and Implications: Results suggested that secondary school teachers illustrated the positive behaviors to promote TPSR model for students’ SEL. It suggested that teachers tried to be relational with students in class through the use of TPSR model (Hellison, 2011). Students exhibited care for others in school and beyond. Future research is necessary for exploring Chinese teachers’ perceptions of TPSR and SEL.
Keyword	Social and Emotional Learning TPSR
Language	英語English
The Source to Article	PB_Publication
PUB ID	47727
Document Type	Conference paper
Collection	Faculty of Education
Corresponding Author	Li , L.S.
Recommended Citation GB/T 7714	Li , L.S.,Liang , T.J.,Lei, S. M.,et al. Social and Emotional Learning through TPSR in China[C], New York, 2019.
APA	Li , L.S.., Liang , T.J.., Lei, S. M.., & Pratt , E. (2019). Social and Emotional Learning through TPSR in China. AIESEP 2019 Book of Abstracts.

Files in This Item:
There are no files associated with this item.

If you have any objections to this item, please fill out the form below and the administrator will contact you as soon as possible.
Content:
Email：	*
Affiliation No.
Verification Code:	Refresh

Any comments and suggestions are welcomed.
Title:	*
Content:
Email：	*
Verification Code:	Refresh