This study aimed to examine the extent to which the components of individual and social responsibility education are addressed in the physical education textbooks of technical and vocational high schools in Iran, based on the Teaching Personal and Social Responsibility (TPSR) model.

The study employed a descriptive–analytical design using content analysis. The statistical population included all practical physical education textbooks for the 2024–2025 academic year, and the sample comprised four textbooks for grades 10 to 12. Units of analysis included text, activities, tables, and educational images. Data were collected according to five TPSR components: respect for the rights and feelings of others, participation and effort, personal responsibility, helping others and leadership, and transfer to daily life. The validity of the instrument was confirmed by experts, and reliability was measured using William Scott’s agreement coefficient (0.82).

Results indicated that the “participation and effort” component appeared most frequently, while “transfer to daily life” received the least attention in textbook content. Shannon entropy analysis further revealed that the highest importance coefficient was assigned to “respect for the rights and feelings of others” (0.292), followed by “participation and effort” (0.238), “personal responsibility” (0.187), “helping others and leadership” (0.157), and finally “transfer to daily life” (0.126).

The findings highlight the need to revise physical education textbooks to strengthen responsibility components, particularly in connection with real-life applications and social responsibilities.