Effects of classwide peer tutoring on correct performance of striking skills in 3rd grade physical education
Effects of classwide peer tutoring on correct performance of striking skills in 3rd grade physical education
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DOI：
10.1123/jtpe.20.3.247
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发表时间：
2001-04-01
影响因子：
2.8
通讯作者：
Ward, P
中科院分区：
文献类型：
--
作者：
Johnson, M;Ward, P
传统的体育教学方法侧重于教师提供反馈和评估学生的学习。相比之下，体育教育中的班级同伴辅导（CWPT-PE）使用同伴来帮助提供反馈和评估。多基线设计的参与者被用来评估CWPT-PE对（a）总试验次数，（B）正确试验的次数和百分比，以及（c）reacher的课时安排的影响。此外，还评估了学生们能在多大程度上准确区分彼此的表现。参与者是二名三年级的孩子，他们参加了一个20节课的罢工单元。结果表明，在干预期间，儿童进行了较少的总试验，一般更多的正确试验，并有更高的正确试验的百分比比基线。此外，CWPT-PE干预对技能较低和较高的女孩同样有效。教师的上课时间的组织仍然大部分不受干预。最后，学生们在90%以上的时间里准确地判断了彼此的表现。
Traditional approaches to instruction in physical education have focused on the teacher to provide feedback and assess student learning. In contrast, classwide peer tutoring in physical education (CWPT-PE) uses peers to help provide feedback and assessment. A multiple baseline design across participants was used to assess the effects of CWPT-PE on (a) number of total trials, (b) number and percentage of correct trials, and (c) reacher's organization of lesson time. Also assessed was the extent to which students could accurately discriminate each other's performance. Participants were ii children in third grade who participated in a 20-lesson striking unit. Results show that during the intervention the children performed fewer total trials, generally more correct trials, and had a higher percentage of correct trials than during baseline. Moreover, the CWPT-PE intervention was similarly effective for lower and higher skilled girls. The teacher's organization of lesson time remained mostly unaffected by the intervention. Finally, students accurately determined each other's performance more than 90% of the time.