Peer-to-peer teaching: Experience of 3rd year undergraduate sports therapy students and impact upon applied academic performance

Sean Lowton-Smith; Richard Morgan; Michelle Stanley; Thomas Hames; Philip Smith; Chelsey Lawson; Sheila Leddington Wright

doi:10.1016/j.jhlste.2019.04.002

Peer-to-peer teaching: Experience of 3rd year undergraduate sports therapy students and impact upon applied academic performance

Sean Lowton-Smith, Richard Morgan, Michelle Stanley, Thomas Hames, Philip Smith, Chelsey Lawson, Sheila Leddington Wright

School of Life Sciences

Research output: Contribution to journal › Article › peer-review

4 Citations (Scopus)

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	https://doi.org/10.1016/j.jhlste.2019.04.002
Publication status	Published - Nov 2019

Keywords

Peer teaching
Peer learning
Sports therapy
Higher education
Social constructivist theory

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Peer-to-peer teaching : Experience of 3rd year undergraduate sports therapy students and impact upon applied academic performance. / Lowton-Smith, Sean; Morgan, Richard ; Stanley, Michelle; Hames, Thomas; Smith, Philip; Lawson, Chelsey; Leddington Wright, Sheila.

In: Journal of Hospitality, Leisure, Sport & Tourism Education, Vol. 25, 100196, 11.2019.

Research output: Contribution to journal › Article › peer-review

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title = "Peer-to-peer teaching: Experience of 3rd year undergraduate sports therapy students and impact upon applied academic performance",

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.",

keywords = "Peer teaching, Peer learning, Sports therapy, Higher education, Social constructivist theory",

author = "Sean Lowton-Smith and Richard Morgan and Michelle Stanley and Thomas Hames and Philip Smith and Chelsey Lawson and {Leddington Wright}, Sheila",

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journal = "Journal of Hospitality, Leisure, Sport and Tourism Education",

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AU - Morgan, Richard

AU - Stanley, Michelle

AU - Hames, Thomas

AU - Smith, Philip

AU - Lawson, Chelsey

AU - Leddington Wright, Sheila

PY - 2019/11

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N2 - 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.

AB - 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.

KW - Peer teaching

KW - Peer learning

KW - Sports therapy

KW - Higher education

KW - Social constructivist theory

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DO - 10.1016/j.jhlste.2019.04.002

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JO - Journal of Hospitality, Leisure, Sport and Tourism Education

JF - Journal of Hospitality, Leisure, Sport and Tourism Education

SN - 1473-8376

M1 - 100196

ER -

Peer-to-peer teaching: Experience of 3rd year undergraduate sports therapy students and impact upon applied academic performance

Abstract

Keywords

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