Peer Tutoring in Inclusive Elementary Physical Education Classes

Peters, Josh, UniCommons: A Review of the Effectiveness of Peer Tutoring in Increasing Activity Levels and Improving Skill Performance of Students in Inclusive Elementary Physical Education Classes

Abstract

Peer tutoring as an effective inclusion strategy is decades old and widely used in integrated classrooms, particularly for socialization (Ernst & Byra, 1999). Surprisingly, very little research has been done on academic outcomes of peer tutoring, especially in physical education classes. The current research hints at positive results, but is inconclusive. Thus far, peer tutoring has proven to be a highly effective method for increasing activity levels in children with severe and moderate disabilities (SMD) (Klavina & Block, 2008), deaf students (Liebermann, Dunn, van der Mars & McCubbin, 2000), and visually impaired students (Wiskochil, Lieberman, Houston-Wilson & Peterson, 2007), but only slightly effective in improving the motor performance of autistic students (Ward & Ayvazo, 2006) in inclusive elementary physical education classes.
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