Abstract
Purpose Efficacy of peer teaching in Sports Therapy pedagogy requires exploration. This study investigates effectiveness of peer teaching and learning upon applied performance in Sports Therapy Students. Perception of the experience is explored.Results36 final year students delivered peer-peer teaching. 19 undertook formative assessment, demonstrating significantly better performance for peer taught skills 58.74% (±13.58%) compared to peer learnt skills 46.21% (±11.34%), (P < .001). Perceptions were obtained from adapted peer teacher/learner surveys.ConclusionPeer teaching is valuable for Sports Therapy students as teachers. More research is required to understand why learning was less successful when being peer taught.
| Original language | English |
|---|---|
| Article number | 100196 |
| Number of pages | 13 |
| Journal | Journal of Hospitality, Leisure, Sport & Tourism Education |
| Volume | 25 |
| Early online date | 30 May 2019 |
| DOIs | |
| Publication status | Published - Nov 2019 |
Keywords
- Peer teaching
- Peer learning
- Sports therapy
- Higher education
- Social constructivist theory
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Lowton-Smith, S., Morgan, R., Stanley, M., Hames, T., Smith, P., Lawson, C., & Leddington Wright, S. (2019). Peer-to-peer teaching: Experience of 3rd year undergraduate sports therapy students and impact upon applied academic performance. Journal of Hospitality, Leisure, Sport & Tourism Education, 25, [100196]. https://doi.org/10.1016/j.jhlste.2019.04.002