| Title: |
‘You want them to be learning not just about the skills, but the entire foundation of the person they need to be’: parents’ perceptions of Hellison’s teaching personal social responsibility pedagogy |
| Authors: |
John Williams; Jason Hughes; Stuart Evans; John Lyle; Brendon Hyndman; Barbara Pamphilon |
| Publication Year: |
2025 |
| Collection: |
University of Leicester: Figshare |
| Subject Terms: |
Curriculum and pedagogy; Education systems; Specialist studies in education; Sports science and exercise; Youth sport; TPSR; Hellison; Alpine ski racing; figurational sociology |
| Description: |
We explored parents’ perceptions of the impact of introducing Teaching Personal and Social Responsibility (TPSR) pedagogy at an Australian Alpine ski-racing sports club. A 30-day professional learning pilot study was interwoven into an existing ski training programme during Winter 2023. Our participants were 15 parents of athletes between 10 and 13 years of age. Data were collected from two group interviews with the parents at the programme end, and Author 1’s extensive implementation diary. Our findings were analysed using figurational sociology, specifically examining TPSR refigured interdependencies within coach-parent-athlete figurations, shifted power balances, and engendered paradoxical established–outsider dynamics where parents were simultaneously involved and excluded from processes of characterological development. We found that parents had varying levels of TPSR awareness despite an information session during the winter season in which our programme occurred. While parents identified a range of positive outcomes, separating TPSR effects from good coaching practice proved impossible, nor would such separation into distinct parts be consistent with figurational sociology. Through the use of prompt cards, to upskill parents’ knowledge of TPSR, we sought to connect aspects of their child’s behaviours they may have observed, to TPSR goals. An unintended study outcome was that TPSR daily and weekly athlete self-reflection forms as part of our programme implementation became a conduit for parental engagement. These forms allowed some parents to become ‘re-established’ in domains of character development that are more often the traditional preserves of parenting. Ultimately, the study points towards ways of undertaking TPSR and related coaching initiatives that avoid marginalising parents and offer means to harness their involvement in ways that enhance or complement, rather than threaten, the sporting/coaching pedagogical goals of TPSR. |
| Document Type: |
article in journal/newspaper |
| Language: |
unknown |
| Relation: |
2381/31037026.v1; https://figshare.com/articles/journal_contribution/_You_want_them_to_be_learning_not_just_about_the_skills_but_the_entire_foundation_of_the_person_they_need_to_be_parents_perceptions_of_Hellison_s_teaching_personal_social_responsibility_pedagogy/31037026 |
| Availability: |
https://figshare.com/articles/journal_contribution/_You_want_them_to_be_learning_not_just_about_the_skills_but_the_entire_foundation_of_the_person_they_need_to_be_parents_perceptions_of_Hellison_s_teaching_personal_social_responsibility_pedagogy/31037026 |
| Rights: |
CC BY 4.0 |
| Accession Number: |
edsbas.D912CD87 |
| Database: |
BASE |