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Effect of Pairing by Ability on Performance, Physical Activity, and Time-on-Task During Reciprocal Peer Teaching in Swimming

Tom Madou, Peter Iserbyt

Abstract


This study investigated the effect of pairing by ability in peer teaching on swimming performance, physical activity, and time-on-task. During a 4-lesson unit in front crawl swimming, 113 (36 female, 77 male) university students in Kinesiology were randomized over gender-homogeneous same-ability (low with low and high with high) and mixed-ability (high with low) dyads. Swimming performance was assessed before and after the four lessons. Physical activity and time-on-task was coded based on video recordings of all lessons through the System of Observing Fitness Instruction Time (SOFIT). Although not significant, results showed higher swimming improvement in mixed-ability dyads, especially for low-ability swimmers. Overall, students spent 37% of lesson time in moderate-to-vigorous physical activity and were on task 82% of the time. Further research should focus on the effect of pairing by ability during longer units of instruction and investigate peers’ verbal interactions.

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Keywords


peer teaching; pairing technique; performance; physical activity; time on-task

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DOI: https://doi.org/10.18666/TPE-2018-V75-I5-8326

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