Counteracting Bullying:
Promoting Personal and Social
Responsibility
Dr. Caroline Kuchinski, Professor and
Dr. Suzanne Mueller, Professor Emeritus
East Stroudsburg University
Physical Education Teacher Education Conference
October 2012
Bullying

Intentional harmful behavior initiated by a
student with more social or physical
power to deliberately dominate and
harass another student who has less
power.
Bullying differs from conflict or disagreement. It
involves a power imbalance where the bully
targets a student who has difficulty defending
her/himself.
Lujan, M. (2008). Bully Guide: Prevention and Intervention Tool. MentoringMinds.com
Forms of Bullying
Physical
 Verbal
 Emotional
 Sexual
 Racial

Roles and Needs
Bully
 Victim
 Bystander

Lujan, M. (2008). Bully Guide: Prevention and Intervention Tool. MentoringMinds.com
NASPE 5

Exhibits responsible personal and social
behavior that respects self and others in
physical activity settings.
Self initiated behaviors that promote personal and
group success in activity settings:
Safe practices
Adherence to rules and procedures
Etiquette
Cooperation and Teamwork
Ethical behavior
Positive social interactions
NASPE 5: K-12 Sample Benchmarks (2004)
K-2
•Recognizes safe
practices, rules and
procedures.
•Shares
•Works together to
solve a problem
•Shows compassion
by helping others
3-5
•Accepts decisions
of authority figures.
•Works
independently
•Works with a
partner and small
groups.
•Appreciates the
differences in self
and others.
•Encourages others
•Refrains from putdown statements
6-8
9-12
•Helps establish
rules and
procedures
•Avoids and resolves
conflicts
•Remains on task in
a group activity
without close
teacher monitoring.
•Participates
successfully in diverse
groups
•Through verbal and
nonverbal behavior,
shows respect for
and cooperates with
diverse people.
•Uses effective
communication skills
•Develops strategies
for inclusion of others
•Participates in physical
activity for personal
enjoyment rather than
only with friends.
Personal and Social Responsibility
Hellison’s Levels (2011).
0
Irresponsibility
Makes excuses, blames others, denies responsibility.
1
Respect
Self-control, does not interfere with others
2
Participation
…Willingly plays, accepts challenges and practices
3
Self Direction
… Works independently, sets and pursues goals
4
Caring
…Willingly works with anyone and gives support
Personal and Social Responsibility
Giles-Brown (2006).
Celebrating
Differences
Consensus
Decision Making
Cooperation:
Roles of
Group Members
Virtues
Caring
Honest
Respectful
Trustworthy
Responsible
Self-Directed
Perseverance
Self-Disciplined
Body
Language
Peer
Feedback
Conflict
Resolution
Affective Domain Instructional Model
Identify the affective skill and why its important
 Identify observable behaviors for the affective
skill (T-Chart)
 Practice the affective skill
 Process the affective skill
 Provide feedback, reinforcement, continued
practice and formative assessment
 Engage in summative assessment

(DeLine, Jim. (1995). Dare to care: A pedagogical approach to cooperative physical education.
In Clements, Rhonda (Ed) Games and Great Ideas. Westport CN: Greenwood Press. )
NASPE 5: Self-initiated behaviors that promote
personal and group success in activity settings:
Ethical Behavior
Honesty
What?
Looks Like
Be truthful
Sounds Like
Why?
Looks Like
Helps others
trust you
because you
play fair and
do as you say
you’ll do.
Sounds Like
Positive Adjectives
Meet with at least two people with whom you played
floor fencing. Make and keep eye contact as you say
their name and two positive adjectives that reflect how
they played. “Alice, I think you were….&….”
Kind
Strong
Quiet
Nice
Active
Cheerful
Courteous
Intelligent
Honest
Polite
Friendly
Energetic
Organized
Courageous
Clever
Inventive
Imaginative
Enthusiastic
Helpful
Aggressive
Reserved
Bright
Thoughtful
Determined
Convincing
Content
Sensible
Creative
Independent
Determined
Humorous
Pleasant
Delightful
Calm
Confident
Daring
Self assessment and reflection
How were you able to use honesty during the
activities?
 How did your consistency in using honesty
change from the beginning to the end of the
activities?

•How did you feel as your partner gave you
positive adjectives about your honesty?
• What are ways you can use honesty at home
and with your friends?
Grades 3-5: Describes and performs honesty in physical
activity settings.
Performance Summative Assessment: Teacher observation
of students’ positive and negative honesty interactions.
Student
Activity 1
Activity 2
F.T.
S.S.
L.M.
C.P.
R.S.
(Advanced = 90%; Proficient = 75%; Developing = 55%; Below Basic = <55%)
How did the Affective Domain Instructional
Model support building a pro-social culture?
Affective Domain
Instructional Model






Identify the affective skill and
why its important
Identify observable behaviors
for the affective skill (T-Chart)
Practice the affective skill
Process the affective skill
Provide feedback,
reinforcement, continued
practice and formative
assessment
Engage in summative
assessment
Prosocial Culture
Acceptance
 Respect
 Uplifting
 Celebrating
 Helping
Others

NASPE 5: Social Responsibility

What are the steps we would take to
design a unit of instruction for students
in grades 6-8 or 9-12 to know and
perform:
Cooperation:
Roles of
Group Members
Organizer
Leads the group: Tells the challenge,
seeks solutions and answers questions
about directions.
Encourager
Acknowledges effort and
gives support.
Recorder
Elicits member input
for team report card
and shares results.
Cooperation:
Roles of
Group Members
All members
Treat others with respect, work together
to solve the challenge, and
avoid put-downs, attacks, bullying,
disrespect, and negative gestures or
facial expressions.
Praiser
Gives put-ups.
Starts positive
adjective round.
Summarizer
Tells the class how
the team solved
the challenge.
Equalizer
Makes sure everyone
listens and gives ideas.
What does your role look/sound like?
Looks Like
Sounds Like
Looks Like
Organizer
Praiser
Encourager
Recorder
Equalizer
Summarizer
All
Members
Sounds Like
Stepping Stones
Start
1
2
3
4
5
6
End
6
5
4
3
2
1
Organizer Card
The task is completed when the group is in the exact reverse order from
its starting order.
Rules and Sacrifices
1. Only one person may touch a base at a time.
2. A person may move in either direction to a neighboring base.
3. Group members may touch a new base only if it is empty.
4. The bases may not be moved.
5. If more than one person touches a base, the entire group must start
over.
6. If anyone touches the floor, the entire group must start over.
7. Only use put-ups, no put-downs.
Team Report Card
1. How did our team involve everyone in the challenge?
2. How did our team use negative pressure or put-downs during the
challenge?
3. How did we listen to one another and share ideas?
1. How many and which team members used Praise Phrases or positive
encouragement?
2. Analysis: What interactions helped us meet the challenge? Why?
1. Analysis: What interactions hindered our meeting the challenge?
Why?
Journal self assessment and
reflection prompts.
What positive/negative interactions did you use
during today’s activities?
 How did your actions help/hinder a group
member?
 How did your actions contribute/hinder the
group meeting the challenge?

•How did you feel as you used positive
interactions with group members?
• What are ways you can use positive
interactions at home and with your friends?
Cooperation: Positive and negative group interactions.
Performance Summative Assessment: Teacher observation
of students’ positive and negative group role interactions.
Student
Activity 1
Activity 2
Name Role
F.T. Organizer
S.S. Recorder
L.M. Encourager
C.P. Equalizer
R.S. Summary
(Advanced = 90%; Proficient = 75%; Developing = 55%; Below Basic = <55%)
Positive behaviors for role.
Negative behaviors for role.
Cognitive Summative Assessments
Grades 6-8: Describe the effects of Positive and Negative
Interactions of group members in Physical Activity.
1. Journal summary of personal growth in interactions with others.
2. Team Report Card summary describing how interactions of team
members helped/hindered/improved group work over time.
3. Describe how rules of games can foster positive and negative
interactions of players.
4. Open ended cause/effect prompts
a.
b.
Describe two ways in which negative or positive peer pressure could
influence me during physical activity
As the (any role) organizer, I should…so the group will be able to…
Scoring Rubric
Cognitive Summative Assessment Scoring Rubric
Grades 6-8: Describe the effects of Positive and Negative
Interactions of group members in Physical Activity.
Levels
Criteria
Advanced
Summarized by describing the trends of increases in positive and
decreases in negative interactions over time. Included
chart/graph to illustrate the trends. Described how he/she will
use trends to influence future behavior.
Proficient
Summarized by describing the trends of increases in positive and
decreases in negative interactions over time. Included
chart/graph to illustrate the trends.
Developing
Description recounting some positive and negative behaviors
without reference to findings from chart/graph.
Below Basic Chart/Graph without description or with inaccuracies.
Cognitive Summative Assessments
Grades 9-12: Analyze the effects of Positive and Negative
Interactions of group members in Physical Activity.
1. Scenario/role play/case study analysis of effects of
positive and negative interactions.
2. Analysis of positive and negative actions, effects and
appropriate alternatives for negative behaviors.
Scoring Rubric
Grade 9-12 Cognitive Summative Assessment Rubric
ANALYZE the effects of Positive and Negative Interactions
of adolescent group members in Physical Activity
Read the scene of the teen group solving the team building challenge. Fill in the
chart and then analyze the effect of the positive and negative interactions on the
groups’ ability to solve the team building challenge.
Positive
Negative
Effect
Organizer
Praiser
Encourager
Equalizer
Recorder
Explain your analysis: (how behaviors enhanced or detracted from the group’s
ability to solve the challenge).
Cognitive Summative Assessment Rubric
Grades 9-12 Cooperation: Group Role Members
Levels
Criteria
Advanced
Accurate identification of the positive and negative behaviors for each
role/member and the effect of each. Clear, detailed explanation
connecting positive interactions with effects that enhanced group
problem solving and negative interactions with effects that impeded
group progress. Showed the effect of the interplay between positive and
negative interactions on problem solving.
Proficient
Accurate identification of most positive and negative behaviors for most
roles/members and the effect of most. Clear explanation connecting
positive interactions with effects that enhanced group problem solving
and negative interactions with effects that impeded group progress.
Developin
g
Identified some positive and negative behaviors for some roles/members
and the effect of some. Made some connections between positive
interactions with effects that enhanced group problem solving and
negative interactions with effects that impeded group progress.
Questions
References









DeLine. (1995). Dare to care: A pedagogical approach to cooperative
physical education. In Clements, Rhonda (Ed) Games and Great Ideas.
Westport CN: Greenwood Press.
Giles-Brown. (2006). Physical education assessment toolkit. Champaign, IL:
Human Kinetics.
Grineski. (1996). Cooperative learning in physical education. Champaign,
IL: Human Kinetics.
Hellison, D. (2011). Teaching personal and social responsibility through physical
activity. (3rd edition). Champaign, IL: Human Kinetics.
Hinkley, J. (2012). What to do if your kid’s the bully, or the victim. Retrieved
from www.battlecreekenquirer.com
Lujan, M. (2008) Bully guide: prevention and intervention tool.
www.MentoringMinds.com
Midura & Glover. (2005). Essentials of team building. Champaign, IL: Human
Kinetics.
NASPE. (2004). Moving into the future: National standards for physical
education. (2nd edition). Reston,VA: NASPE Publications.