Brief report: Exploring the benefits of a peer‐tutored physical education programme among high school students with intellectual disability

Abstract

The peer-tutored programme was beneficial for adolescents with intellectual disability, particularly for those in overweight condition. The higher enjoyment found during PTPE may encourage exercise participation of students with intellectual disability.

A Systematic Literature Review of Peer-led Strategies for Promoting Physical Activity Levels of Adolescents

“…One study focused only on peer leaders' outcomes reporting a significant positive effect on PA for peer leader boys (Foley et al, 2017). Five interventions reported statistically significant increases in MVPA (Aceves-Martins et al, 2017;Corder et al, 2016;Foley et al, 2017;Owen et al, 2018;Sebire et al, 2018), two interventions led to statistically significant increases in light intensity PA (LIPA) (Carlin et al, 2018;Gobbi et al, 2018), and two interventions reported statistically significant increases in step count (Lubans et al, 2016;Lubans & Morgan, 2008). Although LIPA and step count increases do not contribute to the MVPA guidelines, increases in step count and LIPA is relevant and important as it fits with the newest PA WHO PA guidelines of "every move counts" (Bull et al, 2020).…”

“…Peer-leadership training was facilitated by researchers/ university health specialists in four studies (Aceves-Martins et al, 2017;Carlin et al, 2018;Lubans et al, 2016;Sebire et al, 2018), two used university students (Foley et al, 2017;Owen et al, 2018), one used teachers (Gobbi et al, 2018), and one used an intervention facilitator/coordinator (Corder et al, 2016). Positive PA outcomes were reported in studies with peer leaders who received a printed manual (Carlin et al, 2018;Foley et al, 2017) Gobbi et al, 2018;Owen et al, 2018;Sebire et al, 2018), PA information (Aceves-Martins et al, 2017;Carlin et al, 2018;Lubans et al, 2016;Owen et al, 2018;Sebire et al, 2018), and intervention information (Aceves-Martins et al, 2017;Lubans et al, 2016;Sebire et al, 2018). Two studies reported ongoing support to peer leaders throughout the intervention (Carlin et al, 2018;Corder et al, 2016).…”

Inatividade física no lazer e na escola está associada à presença de transtornos mentais comuns na adolescência

“…To date, most studies have focused on adult populations in developed countries, sedentary behaviors (screen time) and patients with psychiatric illnesses. In addition, little is known about school physical education and sports practice in the context of common mental disorders 11 . In this sense, this study aimed to investigate the association of physical inactivity in leisure and school with common mental disorders in Brazilian adolescent students.…”

“…Até a data, a maioria das pesquisas tem focado em populações adultas de países desenvolvidos, nos comportamentos sedentários (tempo em atividades de tela) e nos portadores de enfermidades psiquiátricas. Além disso, pouco se sabe sobre a educação física escolar e a prática esportiva no contexto dos transtornos mentais comuns 11 . Nesse sentido, o presente estudo teve como objetivo investigar a associação de inatividade física no lazer e na escola com transtornos mentais comuns em adolescentes escolares brasileiros.…”

La tutoría entre iguales en matemáticas. Estado de la cuestión y análisis de su impacto en el rendimiento académico del alumnado de educación secundaria

“…The benefits of peer tutoring have been widely and repeatedly documented in the literature, at virtually all educational levels and in a wide range of subjects (Dineen, Clark and Risley, 1977;Beasley, 1997;Gobbi, Greguol and Carraro, 2018). The benefits are not only restricted to the academic performance of the student body, but students may also be advantaged from a psychological, social or behavioural point of view (Damon, 1984;Scruggs, Mastropieri and Richter, 1985;Greenwood, Carta and Hall, 1988;.…”