The purpose of this paper was to draw on lessons learned from physical education teacher education (PETE) teacher educators enacting the SJ-TPSR approach to co-construct guiding principles to support pedagogical decision-making in future enactments of the approach. Based on the above lessons learned (and related experiences), guiding principles were constructed. The hope is that in providing empirically informed guiding principles, the reader feels encouraged and motivated to enact the SJ-TPSR in their own context. This may be a journey of uncertainty, uncomfortableness, and discomfort, but also one of inspiration, relationship-building (with yourself and your learners) and ultimately, hope for a more just world. While this paper was situated in PETE, the guiding principles for SJ-TPSR can also be applied in school physical education settings. This is an opportunity for physical education teachers to interpret these, translate these for their own context, and enact these in that context. We believe further research needs to be done in this space. We encourage the reader to add to and shape these guiding principles through engaging with the SJ-TPSR approach through self-reflection, discussion with colleagues, and researching their practice (giving weight to the multi-directional nature of the guiding principles).
Scanlon, D., Coulter, M., Baker, K., Iannucci, C., Calderón, A., Luguetti, C. N., … OLoughlin, N. M. (2025). Developing guiding principles for the Socially-Just Teaching Personal and Social Responsibility (SJ-TPSR) approach: lessons learned from a collaborative self-study. Curriculum Studies in Health and Physical Education, 1–21. https://doi.org/10.1080/25742981.2025.2555613
Antonio Calderón is an Associate Professor and the Course Director of the PME Physical Education, UL.
Contact: Email Antonio.calderon@ul.ie LinkedIn
Follow on X: @acalderon_pe
PESS News & Information 