Author(s): LEI, Y., Institution: HUAZHONG UNIVERSITY OF SCIENCE AND TECHNOLOGY, Country: CHINA, Abstract-ID: 814

Introduction
"Double First-Class" universities in China are facing challenge which the profound impact of negative societal information on their cognition and behavior.The "Teaching Personal and Social Responsibility" (TPSR) model provides instructional guidance for fostering personal character and a sense of social responsibility within university physical education.The purposes of this study were to examine the students’ learning effects in different basketball courses curriculum model, which merged TPSR, respectively, with the Sport Education Model (SEM) and Traditional Teaching Model (TTM) for better learning effects in "Double First-Class" universities’ in Hubei province.
Methods
This study selected samples from seven "Double First-Class" universities with 40 students (20 from freshmen,20 from sophomore) from each university. The freshmen served as the control group using the TTM, while the sophomore served as the experimental group using the SEM. Seven Basketball Specialty teachers were selected as research participants. Each teacher had one class as the experimental group (TPSR-SEM) and one as the control group (TPSR-TTM). A pretest-posttest quasi-experimental design was used with control group and experimental group. Experimental and control group sessions spanned 32 lessons(one lesson= 90 minutes) over 16 weeks.As each teacher was responsible for teaching both TPSR-SEM and TPSR-TTM, the issue of differing teaching effectiveness caused by teachers’ teaching capabilities was eliminated, improving validity. Sidentop et al.’s SEM were adopted in TPSR-SEM courses. The TPSR-TTM group was taught according to Tannehill and Lund’s definition of TTM. Four scales have been applied in this study, including Sport Self-efficacy Scale in PE, Sport Passion Scale in PE, Group Cohesion Scale in PE , and Responsibility Scale in PE.This study employed the game performance assessment instrument by Mitchell et al. To determine the differences between the experimental and control groups, MANCOVA was conducted. The game performance scores were analyzed through ANCOVA
Results
The findings of research showed that the TPSR-SEM experimental group could improve more learning effects than the TPSR-TTM control group in the dependent variables, including sport self-efficacy, sport passion, responsibility, and game performance.
Discussions
Students felt passionate during implementation of SEM, this enhanced students’ active participation in basketball courses.When integrating TPSR into SEM, students could develop more interest in basketball season, with team competition inspiring their sport motivation. In TPSR-SEM basketball courses, team affiliation improved learning activities and applied formal competition motivated students’ sport participation. It is important that physical educators need to organize activities and games in order to improve individual’s ability levels and create opportunities for students to have a meaningful relationship with partners.