Peer-Assisted Learning in Physical Education: A Review of Theory and Research

Ward, Phillip; Lee, Myung Ah

doi:10.1123/jtpe.24.3.205

Cited by 106 publications

(108 citation statements)

References 49 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…By using an approach that includes curriculum documents, pre-and post-lesson teacher interviews, videorecorded PE-lessons, and didactic moments interviews with teachers and students, we can get closer to these complex processes and thus explore the different aspects of the didactic system in the processes taking place in the gym. We can consequently get an additional understanding of what and how students learn in school during PE that involves an amalgamation of an explicit learning theory with robust methods (see Amade-Escot and O'Sullivan, 2007;Chen and Ennis, 2004;Deglau and O'Sullivan, 2006;Dyson et al, 2010;Kirk and Macdonald, 1998;Light, 2011;Rovegno et al, 2001;Verscheure and Amade-Escot, 2007;Ward and Lee, 2005). …”

Section: Working With the Datamentioning

confidence: 99%

“…These approaches are based on behaviourist, constructivist, ecological, situated, or didactic perspectives (see Amade-Escot, 2006;Barker et al, 2013;Chen and Ennis, 2004;Deglau and O'Sullivan, 2006;Dyson et al, 2010;Kirk and Macdonald, 1998;Light, 2011;Rovegno, 2006;Rovegno and Dolly, 2006;Rovegno et al, 2001;Wallian and Chang, 2006;Ward and Lee, 2005). This research reveals that learning in PE can be understood in different ways.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

What did they learn in school today? A method for exploring aspects of learning in physical education

Quennerstedt

Annerstedt

Barker

et al. 2014

European Physical Education Review

View full text Add to dashboard Cite

This paper outlines a method for exploring learning in educational practice. The suggested method combines an explicit learning theory with robust methodological steps in order to explore aspects of learning in school physical education. The design of the study is based on sociocultural learning theory, and the approach adds to previous research within the field, both in terms of the combination of methods used and the claims made in our studies. The paper describes a way of collecting and analysing the retrieved data and discusses and illustrates the results of a study using this combination of explicit learning theory and robust methodological steps.

show abstract

Section: Working With the Datamentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

What did they learn in school today? A method for exploring aspects of learning in physical education

Quennerstedt

Annerstedt

Barker

et al. 2014

European Physical Education Review

View full text Add to dashboard Cite

show abstract

“…In line with reviews by Rovegno (2006), Rovegno and Dolly (2006) and Ward and Lee (2005), we argue that the lack of studies within SEP that examine learning using explicit and complex learning theories is a limitation in the field. Even though there have been notable exceptions (e.g.…”

Section: Introductionmentioning

confidence: 57%

“…Kirk & Macdonald, 1998;Light, 2011;Pope, 2005;Ward & Lee, 2005; for overviews see Amade-Escot, 2006;Rovegno, 2006;Rovegno & Dolly, 2006). Kirk, Macdonald, and O'Sullivan (2006) define the field of physical education (PE) and sport pedagogy as being framed by three intertwined key elements: learning, teaching and curriculum.…”

Section: Introductionmentioning

confidence: 99%

“…Moreover, those studies that do focus on learning tend to discuss learning rather than analyse the learning that actually takes place in the context of a clear theoretical perspective rooted in theories of learning (cf. also Ward & Lee, 2005). Instead of looking at what the learnersathletes or students-do, research tends to focus on what the teacher or coach does (cf.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Sport and exercise pedagogy and questions about learning

Quennerstedt

Öhman

Armour

2014

Sport, Education and Society

View full text Add to dashboard Cite

One important challenge ahead for sport and exercise pedagogy (SEP) researchers is to consider afresh questions about learning. Learning in the fields of sport, physical activity and physical education (PE) is a particularly complex business. Most existing theories of learning are defined cognitively, yet learning in sport and physical activity contexts is also practical and embodied, and is linked to the powerful wider cultural contexts of sport and related areas such as health. Yet, even though learning in these contexts is particularly complex, practitioners rarely draw upon specific learning theories to ask questions about practice, and researchers in SEP have tended to focus on content and issues of teaching and coaching instead of using learning theories as a way to explore learning or investigate learning. This paper draws on data from a project in Sweden on learning in PE to illustrate the ways in which a learning theory framework can be used to guide research questions, offer important insights into the learning process and make a contribution to the wider literature on learning theory. We also argue that research design grounded in learning theories has the potential to result in greater coherence across studies, thereby offering a more valuable service to practitioners.

show abstract

Reciprocal peer tutoring in a physical education setting: influence of peer tutor training and gender on motor performance and self-efficacy outcomes

Ensergueix

Lafont

2010

Eur J Psychol Educ

View full text Add to dashboard Cite

Students often do not take full advantage of peer tutoring instructional strategies because they are not sufficiently prepared to fulfill the role of tutor. This study examined whether implementing a peer tutor training program prior to the beginning of reciprocal peer tutoring (RPT) sessions might help overcome this issue. Gender differences were also explored. In a physical education setting, 48 novice ninth-graders were assigned in symmetric dyads to a physical practice associated with trained RPT condition (TRPT; n=24) or a physical practice associated with spontaneous RPT condition (SRPT; n=24). Moreover, 24 participants were assigned to a physical practice without any form of RPT control condition (PP). The peer tutor training, based on an original group interview technique, aimed at enhancing the explanatory potential of the tutor and his/her sensitivity to the specific needs of the tutee. Results indicated a superior motor performance for the TRPT condition and no difference between the SRPT and PP conditions. Interestingly, a positive relation between motor performance and self-efficacy beliefs was found for TRPT females. The assumption that the development of metacognitive awareness is one of the mechanisms underlying RPT's effectiveness was thus supported.Résumé Les élèves ne profitent pas toujours pleinement des méthodes d'enseignement de tutorat entre pairs car ils ne sont pas suffisamment préparés à remplir le rôle de tuteur. Cette étude a examiné si la mise en oeuvre d'un programme de formation au tutorat d'un pair, en amont du commencement de séquences de tutorat réciproque entre pairs (RPT), contribuait à surmonter ce problème. Les différences liées au genre ont également été considérées. Dans un contexte d'éducation physique et sportive, 48 élèves novices de 3 e ont été assignés en dyades symétriques à une condition de pratique physique associée à un RPT formé (TRPT; n=24) ou Eur J Psychol Educ (2010) 25:222-242

show abstract

Peer-Assisted Learning in Physical Education: A Review of Theory and Research

Cited by 106 publications

References 49 publications

What did they learn in school today? A method for exploring aspects of learning in physical education

What did they learn in school today? A method for exploring aspects of learning in physical education

Sport and exercise pedagogy and questions about learning

Reciprocal peer tutoring in a physical education setting: influence of peer tutor training and gender on motor performance and self-efficacy outcomes

Contact Info

Product

Resources

About