The Effects of Classwide Peer Tutoringon Team Handball Skills in Six Grade Physical Education Classes
Başlık çevirisi mevcut değil.
- Tez No: 806624
- Danışmanlar: YRD. DOÇ. DR. PHILLIP WARD
- Tez Türü: Yüksek Lisans
- Konular: Spor, Sports
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 1998
- Dil: İngilizce
- Üniversite: University of Nebraska-Lincoln
- Enstitü: Yurtdışı Enstitü
- Ana Bilim Dalı: Beden Eğitimi ve Spor Öğretimi Ana Bilim Dalı
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: 90
Özet
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Özet (Çeviri)
The purpose of this study was to determine the effect of Classwide Peer Tutoring in Physical Education (CWPT-PE) on Academic Learning Time in Physical Education (ALT-PE), the percentage of correct trials performed, and the amount of content covered in six grade team handball. Three female participants in each ofthree classes (n = 9) participated in this study. Data were collected during 17 class sessi ons in a suburban middle school. Interobserver agreement (IOA) was conducted at 33% ofthese sessions, distributed equally among baseline and intervention. Ali IOA measures were 84% or higher. A multiple baseline across paıticipants design was used to determine the effects of the inteıvention. The intervention increased the percentage of correct trials for 7 of 9 students. The remaining two participants also improved, however, internal validity was confounded by overlapping data points between baseline and inteıvention and a short intervention phase. There was no functional relationship between CWPT-PE and either ALT· PE or content covered. Additional findings were that teachers implemented the intervention consistently and paıticipants discriminated each others performance effectively. The study is aınong the first effoıts to deterınine the effect of CWPT-PE in inclusive physical education settings. In doing so, this study contributes to the literature in at least three ways. First, it extends the work using peer tutoring and classwide peer tutoring in physical education investigating the effectiveness of these strategies. Second, it extends the ıneasureınent technologies of these approaches by using response based ıneasures rather than only duration ıneasures. Third, this study demonstrates the effectiveness of a new teaching strategy in inclusive physical education settings.
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