Paul M. Wright

Bio: Paul M. Wright is an academic researcher from Northern Illinois University. The author has contributed to research in topics: Social responsibility & Physical education. The author has an hindex of 15, co-authored 50 publications receiving 725 citations.

Transfer of Life Skills in Sport-Based Youth Development Programs: A Conceptual Framework Bridging Learning to Application

Abstract: Research has demonstrated that many quality sport-based youth development programs promote life skill acquisition (e.g., leadership, self-control) with the ultimate goal of facilitating positive outcomes in youth participants’ social and academic environments. Researchers call this “transfer of life skills” (i.e., the idea that physical, behavioral, and cognitive skills youth learn in sport can be applied in non-sport settings to promote healthy development). However, research surrounding this topic has been mixed, as many studies found evidence of transfer. In this article, a variety of learning theories were integrated to propose a conceptual framework for the transfer of life skills in sport-based youth development. Specifically, this article focuses on how research overlooked the cognitive processes that bridge student learning within a sport program to application outside of the program. A description of the cognitive components youth experience during transfer are described and represented i...

Retention in an Urban Extended Day Program: A Process-Based Assessment

Abstract: Evaluations of extended day programs in underserved communities have shown that participants usually drop out by the time they are 11–12 years old. Most of these programs, especially those that focus on physical activity, do not promote broadly developmental and empowerment-based processes and outcomes advocated by the emerging field of youth development. This article investigates both the retention issue and youth development processes and outcomes for two sequential physical activity extended day programs in an underserved community. Retention data and participant program evaluations were collected over a nine-year period, and these data together with a selective review of related studies are analyzed to determine the extent of linkage between the promotion of positive youth development and retention beyond 11–12 years old.

Implementation and outcomes of a responsibility-based continuing professional development protocol in physical education

Abstract: Research in education and physical education has emphasized the need for continuing professional development (CPD) programs that are aligned with best practices. More specifically, scholars interested in teaching personal and social responsibility (TPSR) have emphasized the need to examine teachers' CPD. The purpose of this study was to provide a novel responsibility-based CPD experience to three physical educators and examine its impact on a middle school physical education program in the USA. Data were collected through systematic observations, interviews, nonparticipant observations and document analysis. Findings showed that the physical educators increased their awareness of responsibility-based teaching strategies, perceived them to positively impact students and integrated the strategies into their teaching. Furthermore, descriptive statistics illustrate frequent use of the teaching strategies and confirms the reliability of the observation instrument. The findings suggest that systematic observati...

Interpreting change as controllable: The role of network centrality and self-efficacy

Abstract: Interpreting organizational change initiatives as controllable can mean the difference between achieving positive or negative outcomes. However, little is known about the factors that underpin such interpretations. This study examines how interpretations of controllability are influenced by individual centrality in social networks and change-related self-efficacy. Drawing on a sample of 148 US public school teachers facing a significant organizational transformation, our analysis reveals that change-related self-efficacy fully mediates relationships between centrality within instrumental and expressive organizational social networks and individual interpretations of change controllability. Network centrality, and the associated access to information and social support that accompany it, are theorized to provide the confidence necessary to interpret change as within one’s control. Drawing upon social network theory, we provide insights into how change is interpreted as controllable, and how the nature of c...

Implementation Fidelity of a Program Designed to Promote Personal and Social Responsibility Through Physical Education: A Comparative Case Study

Abstract: The purpose of this qualitative comparative case study was to examine the implementation fidelity of a program designed to deliver the Teaching Personal and Social Responsibility (TPSR) model (Hellison, 2003) through physical education and its relationship with short-term outcomes for elementary school students. The research questions were: (a) was the program implemented with fidelity, and (b) did better fidelity yield better student outcomes. Thus, we conducted a study on the implementation process used by two teachers who delivered the same program in two physical education classes in two different elementary schools in Spain. Data sources included observations and interviews with teachers and nonparticipant observers. Findings indicated that fidelity of implementation in Case 1 was higher and most children in those classes acquired the first three of five TPSR responsibility levels. Implementation fidelity in Case 2 was weaker and achievement of responsibility goals was minimal (only the firs...

Using Multivariate Statistics

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Experience and Education.

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