Impact of a Peer-Tutoring Course on Skill Performance, Assessment, and Instruction
Keywords:Physical education teacher preparation, Motor skill assessment, Perform, Teach
The purpose of this study was to investigate how the completion of a peer-teaching course impacted pre-service teachers’ ability to perform, teach, and assess motor skills. Central Michigan University (CMU) implemented a required course for physical education teacher education majors in which enrollees were evaluated on how well they performed motor skills, assessed motor skill performances, and taught motor skills to undergraduate students. Students enrolled in the course were pretested on their ability to complete randomly selected sport-specific skills and to assess sport-specific skills from prerecorded trials. Subjects being tutored were pretested on their ability to perform the 15 activity-related skills. Upon conclusion of the semester course, the tutors were posttested on their ability to perform and assess sport-specific motor skills and subjects were posttested on their ability to perform the same motor skills. Results from this investigation determine the course had a modest impact on students’ ability to perform, assess, and teach motor skills. This investigation provides a functional model for assessing program impact and guiding improvements in teacher preparation programs.
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