The Effects of Trained Peer Tutors on the Physical Education of Children who are Visually Impaired

Abstract

This study examined the effect of trained peer tutors on the academic learning time–physical education (ALT-PE) scores of children with visual impairments. It found a mean increase of 20.8% for ALT-PE and increases in ALT-PE scores for closed and open skills and that trained peer tutors were more effective than were untrained peer tutors.

Peer-assisted learning in school physical education, sport and physical activity programmes: a systematic review

“…Of the 14 other interventions, only one other used a control group (Ensergueix and Lafont 2010). Multiple baseline studies in different variations including single-subject designs were used in seven studies (Houston-Wilson et al 1997;Johnson and Ward 2001;Klavina and Block 2008;Lieberman et al 1997Lieberman et al , 2000Ward et al 1998;Wiskochil et al 2007). Other methodologies included: single-subject withdrawal (Ayvazo and Ward 2009;Crouch, Ward, and Patrick 1997), factorial design (2 × 3) (D' Arripe-Longueville et al 2002;Ensergueix and Lafont 2010) and (4 × 2) (Ward et al 1998), time-series design (Strickland, Temple, and Walkley 2005) and a case study (Brown 1993).…”

“…Minimal total intervention durations included one lesson (D' Arripe-Longueville et al 2002) and 50 min (Byra and Marks 1993). In contrast, other interventions took place over: 4 -12 h (Crouch, Ward, and Patrick 1997;Ernst and Byra 1998;Johnson and Ward 2001;Smith 2011;Strickland, Temple, and Walkley 2005;Ward et al 1998;Wiskochil et al 2007), 16-30 h (Ayvazo and Ward 2009;Ensergueix and Lafont 2010;HoustonWilson et al 1997;Klavina and Block 2008;Lieberman et al 2000;Lubans et al 2011;Peralta, Jones, and Okely 2009), 32 h (Brown 1993) and 60 h spread throughout a school year (Stock et al 2007). In summary, 15 of the 19 studies were between 8 and 32 h in duration and were mostly delivered using single sessions each week to achieve this.…”

“…Eleven interventions included both the tutor and tutee attending primary school (Ayvazo and Ward 2009;Byra and Marks 1993;Houston-Wilson et al 1997;Johnson and Ward 2001;Klavina and Block 2008;Lieberman et al 1997Lieberman et al , 2000Stock et al 2007;Strickland, Temple, and Walkley 2005;Ward et al 1998). Three studies involved tutees in primary schools and tutors in secondary schools (Brown 1993;Smith 2011;Wiskochil et al 2007), and five interventions were conducted completely within secondary schools (D' Arripe-Longueville et al 2002;Ensergueix and Lafont 2010;Ernst and Byra 1998;Lubans et al 2011;Peralta, Jones, and Okely 2009). Regardless of school type, a total of 13 studies involved same-age tutoring (Ayvazo and Ward 2009;D'Arripe-Longueville et al 2002;Ensergueix and Lafont 2010;Ernst and Byra 1998;Houston-Wilson et al 1997;Johnson and Ward 2001;Klavina and Block 2008;Lieberman et al 2000;Strickland, Temple, and Walkley 2005;Ward et al 1998;Wiskochil et al 2007), with the remaining six interventions involving cross-age tutoring in dyads with older tutors and younger tutees.…”

“…Three studies involved tutees in primary schools and tutors in secondary schools (Brown 1993;Smith 2011;Wiskochil et al 2007), and five interventions were conducted completely within secondary schools (D' Arripe-Longueville et al 2002;Ensergueix and Lafont 2010;Ernst and Byra 1998;Lubans et al 2011;Peralta, Jones, and Okely 2009). Regardless of school type, a total of 13 studies involved same-age tutoring (Ayvazo and Ward 2009;D'Arripe-Longueville et al 2002;Ensergueix and Lafont 2010;Ernst and Byra 1998;Houston-Wilson et al 1997;Johnson and Ward 2001;Klavina and Block 2008;Lieberman et al 2000;Strickland, Temple, and Walkley 2005;Ward et al 1998;Wiskochil et al 2007), with the remaining six interventions involving cross-age tutoring in dyads with older tutors and younger tutees. There were four studies that involved reciprocal PAL (Ayvazo and Ward 2009;Byra and Marks 1993;Ensergueix and Lafont 2010;Ernst and Byra 1998), two studies incorporated peer-mediated accountability (PMA) (Crouch, Ward, and Patrick 1997;Ward et al 1998) and one involved class-wide peer tutoring (Johnson and Ward 2001).…”

“…A total of eight studies had between 3 and 11 tutees (Ayvazo and Ward 2009;Houston-Wilson et al 1997;Johnson and Ward 2001;Klavina and Block 2008;Lieberman et al 1997Lieberman et al , 2000Strickland, Temple, and Walkley 2005;Wiskochil et al 2007), with the largest number of tutees in an intervention being 116 students (Stock et al 2007). Similarly, the number of tutors involved varied greatly, with the smallest being four tutors (Ayvazo and Ward 2009;Wiskochil et al 2007) and the study with the largest number of tutors cited 116 students (Stock et al 2007). The ratio of tutors to tutees was one to one in 16 of the 19 studies.…”