The World Health Organisation has identified the decline in adolescent physical activity levels as a cause of concern for educators and stakeholders alike (World Health Organization, 2020). Physical Education (PE) is an area that promotes physical activity, development of motor skills, and healthy habits from adolescence into adulthood and recognises that inactivity during school years impacts activity levels into adulthood (Green, 2014; Sollerhed & Ejlertsson, 2008). An accepted guideline suggests that children should be participating in at least 60 minutes of moderate to vigorous physical activity every day (World Health Organization, 2020). Failure to meet these guidelines has been associated with a range of chronic illness and diseases with inactive children facing a host of physical and social issues (Cotton et al., 2017; Sollerhed & Ejlertsson, 2008).  For this reason, interventions have been a popular way for researchers to recognise trends in the health of young people (Dudley et al., 2022). Whilst interventions featuring physical outcomes have dominated literature, social outcomes have demonstrated positive results in factors like academic performance, relationships and personal confidence in participants (Escartí et al., 2010). Participation in physical activity also provides students with the opportunity to make friends, develop tolerance and empathy, work as a team and collaborate with others, it can also improve mood, issues with anxiety and depression and help develop self- esteem (Bailey, 2006). In countries like Australia, social outcomes are becoming more prevalent at policy level, prompting amendments to the NSW K-10 PDHPE Syllabus and the Australian Curriculum: Health and Physical Education (AC:HPE) to include an emphasis on the development of social skills (NSW Education Standards Authority., 2018).

To address social skills in PE, interventions featuring theoretical frameworks specifically designed to address social outcomes have been used. The Sport Education Model and Teaching Games for Understanding have been popular options with researchers studying social trends in PE and have been extensively examined (Maric, 2022). The focus of this systematic review is the Teaching Personal and Social Responsibility (TPSR) framework as it has not been researched as extensively as the other frameworks but has demonstrated positive results internationally (Escartí et al., 2010; Pozo et al., 2018)). It is a framework that aims to reengage students in PE lessons by providing leadership and responsibility opportunities (Hellison, 1985). The framework promotes the development of life skills that can be used within PE lessons, other school subjects, and life after school, promoting transfer across contexts (Aygun et al., 2024). The framework puts learners at the forefront of the learning process, making it a student-focused and student led. The framework features five levels (1) respect of the rights and feelings of others, (2) effort and teamwork, (3) self-direction, (4) helping and leadership, (5) outside the gym (transfer) (Martinek & Hellison, 2016) and can be applied in both primary and secondary settings. TPSR relies on teachers delivering lessons in a specific way; relational time with participants, awareness talk, activity time, group discussion, and, personal reflection time (Gordon, 2020) which strays somewhat from traditional PE teaching.

The aim of this systematic review was to reveal the trends within TPSR literature with specific focus on measurement tools used within TPSR interventions, teacher professional development protocols and duration of studies.

A systematic review of literature was conducted from 1985- 2023. Studies were included if: (a) they were written in English and were published in peer-reviewed journals; (b) they were published between January 1985 and January 2024; (c) databases provided a full text version of the article; (d) the interventions screened featured the TPSR framework; and (e) information on the measurement methods employed by the researchers was included. Studies were excluded from the review if they were not completed in schools or during school-facilitated timeframes (recess, lunch, before/after school). This allowed for interventions to be completed during school time, before and after school, during school camps, lunchtimes and break times and any other time endorsed by the school. Studies were also excluded if: (a) targeted participants in the study had a physical, intellectual or mental disability; and (b) were outside the date range specified. Four databases were used for the review: 1) Web of Science; 2) ERIC; 3) PsycInfo; and 4) SportsDiscuss.. The key terms used within the search included: 1. adolescen* OR child OR youth OR teen* OR student* 2. “high school*” OR “secondary education” OR “secondary school*” OR “middle school*” OR “central school*” OR college* 3. “physical education” OR PDHPE OR PESS OR sport* OR “health education” OR “ pe “ OR HPE OR “after-school” OR “after school” OR camp* OR play OR breaktime* OR outdoor* OR recess OR school based OR extra-curricular OR lunchtime OR “lunch time” 4. test OR RCT OR randomi* OR control OR trial OR evaluat* OR quasi exper* OR cluster OR intervention* OR compar* OR “mixed method” 5. “self management” OR “self-management” OR “interpersonal skills” OR “social* responsib*” OR TPSR OR “social competenc*” OR cooperat* OR “social skill*” OR “social behavi*” OR “collaborative learning” OR “peer learning” OR “experiential learning” A total of 1,252 articles were found in the initial search. All articles were imported into Covidence for processing. A total of 268 duplicate articles were removed, leaving 984 articles for title and abstract screening by two trained researchers. This process resulted in 21 articles being selected for full-text review, with 16 ultimately included in this systematic review. In cases of disagreement between the reviewers, a third researcher was consulted to resolve disputes.

Results of the systematic review revealed representation from four countries (USA, Spain, Taiwan, Turkey). A total of 1,662 participants were represented and the age of participants ranged from 12-18 years. Interventions lasted from 32 hours to one academic year. Mixed methods was the most commonly used method (7), followed by descriptive/qualitative (3), RCT (2), quantitative (1). Study instruments featured most inconsistency. The Tool for Assessing Responsibility- based Education (TARE) was most prevalent (4 times) and the Personal and Social Responsibility Questionnaire (PSRQ) in different language forms (3 times) was also utilised. The main outcomes measured were ‘responsibility’ and ‘leadership’. Conclusion Future research into TPSR interventions should provide stronger transparency in intervention design in order to promote repetition. A stronger international representation would also provide a wider diversity of populations and broaden the results of studies. More consistency in measurement tools needs to be reconciled for this theoretical framework in order to promote future use. This factors in with search terms and inconsistencies amongst researchers when completing studies using social outcomes. As there is such broad variety between search terms, systematic and literature reviews are difficult to conduct as invariably studies can be missed.

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