The purpose of this study was to examine the effectiveness of Hellison's TPSR model, which was developed in the USA. The validity of the TPSR model was examined in a physical education class for 3rd year male students at a public junior high school. To confirm the effect of the TPSR model, a single case experimental design was used, switching between baseline classes where the model was not implemented and test classes in which the model was implemented. Multiple types of qualitative and quantitative data were collected for the assignment. Specifically, the data comprised measurements of social skills, personal assessment based on Hellison's table of levels, observation of sample students' behavior, observational assessment of the class as a whole, class observation records written by both observers and teachers, and free-format comments made by the students. The results were as follows: 1) The TPSR model tended to improve the students' social skills, increasing their self-awareness of responsible behavior and encouraging them to act responsibly. 2) The TPSR model tended to decrease inappropriate behavior (off-task behavior and destructive behavior) and increased appropriate behavior (positive social behavior and on-task behavior) by the sample students during class. 3) Because the influence of the learning task and the movement characteristic were larger than the model, the effect of the TPSR model could not be clearly confirmed as a key factor that stimulated students' learning activities.However, when the TPSR model was well utilized according to the learning task or the movement characteristic, it was suggested that its education value was considerable.