Martins Paulo, Gonzalez António-José, de Lima Margarida Pedroso, Faleiro João, Preto Luís
Sport Psychology Laboratory, Faculty of Human Kinetics, University of Lisbon, Lisbon, Portugal.
ISPA - University Institute of Psychological, Social and Life Sciences, Lisbon, Portugal.
Front Psychol. 2022 Mar 24;13:792224. doi: 10.3389/fpsyg.2022.792224. eCollection 2022.
From the standpoint of the school settings, sport participation constitutes a key strategy concerning the manifestation of positive behaviors that result from the development of personal and social responsibility. Based on the TPSR model, the goal of this study was to evaluate the effects of an intervention geared toward teaching life skills through sport to youngsters who had been committed. The participants were evaluated before and after the intervention. After the initial evaluation, they were randomly assigned to the experimental and control groups. The experimental group took part in the community football program, while the control group attended physical education classes not based on the TPSR model. The experimental model consisted of 3 weekly sessions over the course of 6 weeks, which totaled 18 sessions. This investigation supplied empirical evidence concerning the potential of community sport programs in the teaching and development of life skills deemed necessary for an adequate reintegration of such at-risk youngsters. The model was shown to be valid both in stimulating changes of attitudes and in promoting the adherence to socially positive behaviors. The effectiveness of the model, as well as its unique approach, make its application attractive to both the youngsters and the professionals. This program facilitates the training of youngsters to act, in the sense of promoting both their autonomy and the acquisition of a system of ethics and moral values within a culture of responsibility for how decisions affect the individual and the community. Finally, this intervention generated empirical support in favor of the argument that sport constitutes a unique opportunity within the educational process to establish values, beliefs, attitudes, and practical habits pertaining relationships and cooperation that generate social responsibility in individuals.
从学校环境的角度来看，参与体育运动是一项关键策略，关乎个人和社会责任发展所带来的积极行为的表现。基于全面体育素养模式（TPSR），本研究的目的是评估一项针对曾有犯罪行为的青少年通过体育运动教授生活技能的干预措施的效果。在干预前后对参与者进行了评估。在初始评估之后，他们被随机分配到实验组和对照组。实验组参加社区足球项目，而对照组参加非基于TPSR模式的体育课。实验模式包括在6周内每周进行3次课程，共计18次课程。这项调查提供了实证证据，证明社区体育项目在教授和培养这类高危青少年充分重新融入社会所需的生活技能方面具有潜力。该模式在激发态度转变和促进对社会积极行为的坚持方面都被证明是有效的。该模式的有效性及其独特方法使其应用对青少年和专业人士都具有吸引力。这个项目有助于培养青少年的行动能力，即在促进他们自主性的同时，在一种对决策如何影响个人和社区负责的文化中获取一套道德和道德价值观体系。最后，这项干预措施产生了实证支持，支持了这样一种观点，即体育运动在教育过程中构成了一个独特的机会，以确立与人际关系和合作相关的价值观、信念、态度和实践习惯，从而在个人中培养社会责任感。
