This methodological article provides a Mixed Method approach to analyze how the Teaching Personal and Social Responsibility (TPSR) Model is feasible to enhance student’s autonomy. The objective is to detect how teachers’ behavior-oriented patterns shift in response to continuing professional development to reinforce TPSR strategies. We compared the application of TPSR by three teachers who had previously attended a training course for this model, with that of an expert in the model. A total of 44 sessions of primary and secondary school semesters in various subjects, taught by all four teachers and comprising 120 students. A mixed-method approach followed in the study involved: (a) the Observational System of Teaching Oriented Responsibility (OSTOR), which revealed how the teachers’ behavior patterns shifted over their interventions, and (b) the Tool for Assessing Responsibility-Based Education (TARE 2.0.), which focused on perceived behaviors by teachers and student behaviors. Data analysis was conducted for (a) the T-pattern detection technique, (b) polar coordinate analysis to obtain detailed sequences of instruction, and (c) descriptive and correlational analysis from the TARE. The mixed-method analysis of data confirms how the TPSR improved the teaching behaviors of the three teachers in training compared with the expert teacher.

Different international organizations and initiatives highlight the contribution of the traditional sporting games (TSGs) to favor the diversity of knowledge, values, and attitudes necessary for today’s society. TSG such as Marro trigger multimodal learning contexts (driving conducts, interpersonal and organic relationships), with great interest in the educational and sports initiation field. The purpose of two studies presented in this manuscript was to examine the 360° multimodal strategic intervention (decisional, relational, and organic) of two teams faced in a Marro game. For this study, a quasi-experimental design was used composed by a single test applied to two non-equivalent teams. Mixed methods were used with an observational methodology in Quadrant III: nomothetic, punctual, and multidimensional. Fourteen university students participated [mean (M) = 20.49, standard deviation (SD) = 2.18]. Three internal logic variables were studied: outcome, role, and subrole; and three variables referred to the dimensions of motor conduct: relationship, risk in the decision, and physical effort. A mixed ad hoc registration system was designed with acceptable margins of data quality. For Study 1, cross-tabulations and classification trees were applied, while for Study 2 strategic T-patterns were identified. The relevance of the scoreboard (p < 0.001; Effect Size = 0.386) and the realization of the role (p < 0.001; ES = 0.091) for the study of multimodal strategic chains in the Marro game were confirmed. The detection of regularities in specific interaction (Hunters against Hares) by Theme (p < 0.005) allowed for interpretation of the process of strategic conducts of both teams during the game. Knowing the strategic chains of playful coexistence among equals through a multimodal range of variables and approaches has revealed an unusual dynamic picture. The study provides scientific evidence for the physical education teacher on the dynamics of the game of Marro. The pedagogical application of these contributions must be made according to curricular interests.

To educate the relational well-being in order to learn to live together in society is one of the main needs of modern physical education (PE). Teachers are in need of pedagogical models to instruct peaceful coexistence and transform possible conflicts into PE. The goal of this study was to determine the effect of a pedagogical model (GIAM model) designed for conflict transformation on the relational well-being of students in obligatory secondary school (ESO in Spain). This study was an empirical research (associative strategy, comparative study using mixed methods). A number of 287 valid students (M = 14.90; SD = 0.66) participated in this study from 4 different secondary schools (SSs): third ESO (SS1 (n = 75); SS3 (n = 45); SS4 (n = 86)) and fourth ESO (SS2 (n = 81)). A sequence of seven learning sessions was conducted, the intervention of the teachers on the GIAM model and the student’s motivational climate perception caused by this learning sequence was analyzed. The teachers who best adapted their intervention to the GIAM model obtained greater significant changes (p < 0.005) in favor of the relational well-being of their students. This research provides scientific evidence and intervention strategies for students to learn how to transform the conflicts, adopting a collaborating style based on reflection-for, -in- and on-motor action.

The aim of this study was to analyze how motivation and classroom social climate was enhanced in the teaching–learning context throughout a Pedagogical Model of Personal and Social Responsibility (TPSR) implementation using a mixed method approach. An educational program was applied during an academic year in a student sample of primary and secondary school. A total of 44 sessions with 54 participants, between 11 and 16 years old (M = 13.41 years, SD = 1.73) were video-recorded. A multilevel triangulation design of mixed method research was applied to merge: (a) the Observational System of Teaching Oriented Responsibility (OSTOR), which revealed how the students’ behavior patterns shifted an alongside the interventions with (b) a set of five complementary questionnaires: Motivation toward Education Scale (EME), Responsibility Questionnaire (PSRQ), Basic Psychological Needs Questionnaire (PNSE), Questionnaire to assess social school climate (CECSCE) and Questionnaire of School Violence (CUVE). The mixed methods design confirmed that both the observational and the inferential analysis show an improvement of the TPSR implementation in the student’s responsibility and satisfaction and the social climate of the classroom. The other variables, although they were also improved, did not do it significantly; all the motivation dimensions showed higher values, except for amotivation and violence.

Traditional paradoxical games enable democratic social encounters as well as reflective skills to be fostered among students. The rules of these games, of which the game pelota sentada (sitting ball) is an example, afford players autonomy to decide either to cooperate with other participants (to release or keep others free) or to oppose them (to capture free players). The aim of this study was to investigate the reflection-on-action about decisions (strategies), relationships and emotions of the participants in the game sitting ball when in the role of free player in possession of the ball. Undergraduate degree students (n = 106) in physical activity and sport sciences took part. After the game, the players answered reflection-on-action open-ended and close-ended questions about their strategies, relationships and emotions. Four experts followed a validated directed and summative approach to the content analysis of 742 comments, using ATLAS.ti software. The findings highlight that decisions, relationships and emotions are distinct yet intertwined dimensions of the same phenomenon: motor conduct in the game pelota sentada (sitting ball).

Laterality is a key aspect of the analysis of basic and specific motor skills. It is relevant to sports because it involves motor laterality profiles beyond left-right preference and spatial orientation of the body. The aim of this study was to obtain the laterality profiles of young athletes, taking into account the synergies between the support and precision functions of limbs and body parts in the performance of complex motor skills. We applied two instruments: (a) MOTORLAT, a motor laterality inventory comprising 30 items of basic, specific, and combined motor skills, and (b) the Precision and Agility Tapping over Hoops (PATHoops) task, in which participants had to perform a path by stepping in each of 14 hoops arranged on the floor, allowing the observation of their feet, left-right preference and spatial orientation. A total of 96 young athletes performed the PATHoops task and the 30 MOTORLAT items, allowing us to obtain data about limb dominance and spatial orientation of the body in the performance of complex motor skills. Laterality profiles were obtained by means of a cluster analysis and a correlational analysis and a contingency analysis were applied between the motor skills and spatial orientation actions performed. The results obtained using MOTORLAT show that the combined motor skills criterion (for example, turning while jumping) differentiates athletes' uses of laterality, showing a clear tendency toward mixed laterality profiles in the performance of complex movements. In the PATHoops task, the best spatial orientation strategy was “same way” (same foot and spatial wing) followed by “opposite way” (opposite foot and spatial wing), in keeping with the research assumption that actions unfolding in a horizontal direction in front of an observer's eyes are common in a variety of sports.