Key points are not available for this paper at this time.
The purpose of this study was to examine the implementation of Hellison’s (1995) responsibility model (TPSR) by staff at an instructional sports camp for at-risk youth. Through ethnographic interviews and observations, three recurring themes were identified that represented contextual challenges to teaching responsibility: (a) understanding and implementing TPSR, (b) perceptions of respect and disrespect, and (c) issues of control. The camp staff varied in their interpretations and implementations of TPSR, with some emphasizing its empowerment potential, while others were unable to relinquish control. These staff viewed TPSR as essentially a disciplinary device. Some of the staff modeled the same attributes that they demanded of the youngsters, while others were inflexible, authoritarian, and disrespectful. Those who were successful in implementing TPSR as suggested by Hellison used the strategies of teachable moments, feedback, and reflection to facilitate self-awareness and empowerment.
Alice M. Buchanan (2001) studied this question.