Description
Part I. The Foundation of the TPSR Model Chapter 1. Introduction to the Personal and Social Responsibility Model Chapter 2. What Works Chapter 3. Creating a Positive Learning Environment Part II. Using TPSR in Physical Activity and Sport Settings Chapter 4. Adventure Education Chapter 5. Volleyball Chapter 6. Yoga Chapter 7. Soccer Chapter 8. Basketball Chapter 9. Team Handball Chapter 10. Golf Chapter 11. Tennis Chapter 12. Fitness Part III. TPSR in Action Chapter 13. In the Trenches Chapter 14. What Matters in Youth Leadership
Doris L. Watson, PhD, is an associate professor in the department of educational psychology and higher education at the University of Nevada at Las Vegas. In addition to her teaching responsibilities, Watson serves as assistant chair and graduate coordinator. Watson has over 20 years of experience in sport pedagogy and physical education teacher education. Her areas of expertise include student learning and development, working with and in diverse organizations, community-based research, and issues in preparing culturally responsive leaders in higher education. She has published work on creating a caring environment in a physical activity setting and facilitation of personal and social responsibility through physical activity. Watson has two decades of experience in facilitating TPSR-based after-school and summer programs for underserved youth ages 8 to 15 years. She has worked with the NCAA Youth Day in creating a curriculum based on the TPSR model. She has also taught and conducted TPSR workshops in Nepal, Ireland, and Trinidad. Also a certified high- and low-ropes facilitator, Watson works with people ages 8 to 40-plus, sport teams, and professionals. Brian D. Clocksin, PhD, is chairman of the department of movement and sports science and associate professor of movement and sports science at the University of La Verne in La Verne, California. Clocksin previously taught at Hofstra University in Hempstead, New York, as an associate professor in the department of physical education and sport science, where he taught courses in physical education methods, adapted physical education, adventure education, and motor behavior. In addition to his teaching duties, Clocksin served as the graduate coordinator for the department of physical education and sport sciences. He also ran Moving and Shaking with Hofstra (MASH), an after-school physical activity program for fourth- through fifth-grade students that used the TPSR model. Clocksin has published 10 articles in peer-reviewed journals and 6 abstracts and invited articles. He is a regular presenter at national, regional, and state conferences on adventure education and decreasing childhood obesity through physical activity interventions. Clocksin is an active member of the American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD). He served as the chair for the Council for Adventure & Outdoor Education/Recreation (CAOER) and as a board member with the American Association for Physical Activity and Recreation (AAPAR). Clocksin also served as a program reviewer and auditor for the National Council for Accreditation of Teacher Education (NCATE) and the National Association for Sport and Physical Education (NASPE) certification programs. He is currently a reviewer for the Journal of Teaching in Physical Education, The Physical Educator, Journal of School Health, and International Journal of Aquatic Research and Education. Clocksin has facilitated TPSR-based after-school, summer, and in-school programs since 2002 with elementary students. He has led workshops on the use of TPSR in physical activity and sport settings and prepares physical education teacher education candidates to use the model. While at Hofstra University, Clocksin directed the adventure education program, facilitating groups ranging from second-graders to corporate leadership teams.