Cultivating physical literacy and prosocial behavior through basketball: a quasi-experimental study on the Teaching Personal and Social Responsibility (TPSR) model.

BACKGROUND: Physical literacy and social responsibility are crucial educational outcomes that foster lifelong physical activity and prosocial behaviors. The Teaching Personal and Social Responsibility (TPSR) model, which is widely applied to cultivate a positive character through sports and movement-based activities, promotes physical competence, self-regulation, and prosocial behavior. However, research on its effectiveness in primary schools is limited. Therefore, this study aims to examine whether a TPSR-based physical education program increases physical literacy and social responsibility among primary school students. METHODS: A pretest-posttest quasi-experimental design was used. A total of 130 students (65 males, 65 females; mean age = 10.9 ± 0.729) participated and were allocated into an experimental (n = 65) or a control (n = 65) group. The experimental group participated in a TPSR-based physical education program, whereas the control group followed the school's usual physical education program. The intervention spanned 12 weeks (2 sessions per week). Pre- and post-intervention measures were conducted using the Canadian Assessment of Physical Literacy (CAPL-2) and the Personal and Personal and Social Responsibility Scale for Physical Education (RSRSPE). RESULTS: A total of 130 students (mean age = 10.9 ± 0.73; 65 in each group) completed the intervention. Significant Group × Time interactions were observed in the domain of physical literacy, including Physical Literacy Total Score (F = 10.298, p = 0.002, ηp² = 0.074), Physical Competence (F = 7.186, p = 0.008, ηp² = 0.053), and Daily Behavior (F = 9.577, p = 0.002, ηp² = 0.070), indicating notable improvements in students' physical literacy. However, no statistically significant changes were found in the Knowledge and Understanding or Motivation and Confidence dimensions (p > 0.05). In terms of social responsibility, the intervention group exhibited significant improvements in Total Score for Social Responsibility (F = 8.706, p = 0.004, ηp² = 0.064), as well as in Caring (F = 6.918, p = 0.010, ηp² = 0.051), Leadership (F = 5.282, p = 0.023, ηp² = 0.040), Self-direction (F = 9.889, p = 0.002, ηp² = 0.072), and Value (F = 11.699, p < 0.001, ηp² = 0.084). No significant changes were observed in Effort, Goal, Responsibility, or Respect (p > 0.05). CONCLUSION: This study highlights the TPSR model as an effective teaching approach with significant impact and great potential for enhancing primary school students' physical literacy and social responsibility. TRIAL REGISTRATION: Chinese Clinical Trial Registry, ChiCTR2400092289.