PHYSICAL EDUCATION TEACHERS' PERCEPTIONS ABOUT THE EFFECTS OF PERSONAL AND SOCIAL RESPONSIBILITY PROGRAM (PRPS) ON THE STUDENTS

The purpose of this study was to assess the effects that five elementary school physical education teachers observed in their students applying the Personal and Social Responsibility Program (PRPS). The design of this study was a qualitative one and their guide-questions: The PRPS had effects on students? What kinds of effects? There were differences among students regarding the degree of influence of the PRPS? The "purposeful sampling" consisted of five physical education elementary public school teachers (4 men and 1 woman) from Comunidad Valenciana, (Spain), with a mean age of 29.4 years. Data collection included two semi-structured interviews (total 10) and a focus group with teachers who applied the PRPS with the purpose to know and deep about the program's impact on students. For analysis the data we identified the following categories: 1. General effects of PRPS; 2 Thematic effects; and 3. Individual differential effects. Findings indicate that all teachers participating in the program perceived benefits on the vast majority of their students, especially at Level I of PRPS: "Respect the rights and feelings of others". They also noted that the effects of PRPS were higher in those students who had not internalized positive or negative models in their behaviours.