Introduction： According to the Report of Criminal Adolescent (Instituto de Acção Social of Macau, 2016), from 2013 to 2015, the criminal adolescent was mainly about 15 years old and mostly lived in the north district of Macau. Hellison’s (2003) teaching personal and social responsibility model (TPSR) is a well-established approach that uses physical activity as a vehicle to promote positive youth development among urban youth (Hellison et al., 2000). While, Constitution Monitoring of Macau Resident Report was found that the Cardiopulmonary function of age from 6 to 22 was decreased, and the number of the overweight was increased (Instituto do Desporto of Macau, 2015). Purpose of Fitness Education Model that promoting fitness and developing lifelong physical habits, give instructors a new direction of combining with the TPSR model. Therefore, school-based curriculums can not only enhance the moral aspect as well as the fitness aspect. Method： The participants were an experienced physical education teacher with advanced TPSR teaching skills and 40 students (26 boys and 14 girls) aged from 13 to 15. They were divided into 2 groups, the experimental group was under the combination curriculum of Fitness Education Model with the TPSR model, while the control group was using Traditional Education. All students came from a vocational school in the north district of Macau. There are 13 weeks for the experiment period and 2 lessons each week. The Personal and Social Responsibility Questionnaire (PSRQ) of Li et al. (2008) was assessed in affective aspects, and Physical Fitness Quotient (PFQ) of Wang (2001a) was for assessment of skills’ aspect. Physical Cognitive Test was revised and rewrote of Wu (2001) and was assessed of cognitive aspect. They are all valid and reliable tools to assess. Despite the quantitative data analyses, this study adopted qualitative analyses with teaching journals, the voice of after-class and focus group interviews. Results： There were found no significance on the result of control group while the result of Experimental Group shows great significance, especially the Participation and Effort on PSRQ as well as the Physical Cognitive Test. post-test (M=7.26, SD=2.70) of Participation and effort on PSRQ was higher than pre-test(M=6.09, SD=2.89) which shows significance difference(t=-2.09, p<.05). While on the Physical Cognitive Test, post-test (M=0.77, SD=0.16) was higher than pre-test (M=0.65, SD=0.21), which was significant difference (t=-2.43, p<.05). The overall quantitative consequence indicated significance associated with the combination of School-based TPSR and Fitness Education Model and improvements of cognitive, affective. Meanwhile, according to the record of the interview, teacher reflected the improvements in confidence and engagement of participants. Conclusion： This is a unique study in combination with TPSR Model and Fitness Education Model. With fewer participants, we focused more on the differences of each individual from beginning to the end of the curriculum. TPSR Model usually used for sport instructing, while combined with the fitness education model, instructors can not only enhance the quality of moral education but also develop the fitness ability in the unlimited type of training.