Semester

Fall

Date of Graduation

2022

Document Type

Dissertation

Degree Type

EdD

College

College of Physical Activity and Sport Sciences

Department

Physical Education Teacher Education

Committee Chair

Andrea Taliaferro

Committee Co-Chair

Sean Bulger

Committee Member

Sean Bulger

Committee Member

Eloise Elliott

Committee Member

James Wyant

Committee Member

Jill Lassiter

Abstract

Background: Trained peer tutors are a proven pedagogical technique that can help eliminate barriers to inclusion in physical education and extracurricular sport, including a reported lack of training and experience of professionals. When adequately trained, peer tutors can encourage social interactions, provide constant feedback, and increase active learning and engagement. While recommendations for training peer tutors have been provided, there are currently no known studies examining a peer tutor training in an online format for middle and high school-aged students participating in an inclusive sport program.

Purpose: The purpose of this study was to evaluate the effectiveness of an online peer coach training program for middle and high school school-aged students in the Prime Time Games® organization. This study aimed to (a) investigate if there was a statistically significant increase in knowledge from pre- to post-training completion, (b) investigate perceived strengths and weaknesses of the online training modules post-completion, and (c) determine the perceived applicability of module content after training and hands-on experience. Finally, recommendations for improvements were provided.

Method: This study employed two rounds of data collection based on an action research framework. First, peer coach participants (n=36) completed a demographic questionnaire, a pre- and post-knowledge evaluation, and open ended survey prompts. Next, semi-structured focus group interviews were conducted with peer (n=13) and head coach participants (n=4). Data analysis included a paired sample t-test and point biserial correlations and transcription, inductive coding, and peer debriefing

Results: Results of a paired sample t-test indicated a statistically significant increase in knowledge from pre-training (M=66.29, SD=17.84) to post-training (M=80.29, SD=21.89), t(35) = 4.48, pd=0.76. Four major themes emerged from open-ended questions including (a) comprehension, (b) disability awareness, (c) interacting with the athletes, and (d) instructional design. Five major themes were identified from interviews including (a) expectations versus the reality of the role, (b) intrapersonal outcomes, (c) understanding commonalities, (d) athlete development, and (e) areas of improvement

Conclusion: Results of this study indicate that training peer coaches to provide instruction and support to athletes with disabilities utilizing an online format can be effective for middle and high school-aged students. Recommendations for improvement include additional information to enhance peer coach learning, a standard evaluation score to ensure competence, and a focus on communication strategies toward the beginning of training. Future research should continue the cyclical nature of action based research to determine if the recommendations provided are effective in improving the four online training modules.

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