Graduation Date

Summer 2018

Document Type

Thesis

Program

Master of Science degree with a major in Kinesiology, option Teaching/Coaching

Committee Chair Name

Dr. Jayne McGuire

Committee Chair Affiliation

HSU Faculty or Staff

Second Committee Member Name

Dr. Chris Hopper

Second Committee Member Affiliation

HSU Faculty or Staff

Third Committee Member Name

David Adams

Third Committee Member Affiliation

HSU Faculty or Staff

Subject Categories

Education

Abstract

The purpose of this study was to review evidence-based practices for implementation of peer tutoring programs in general physical education classroom. The Individuals with Disabilities Education Act in 2004 emphasized placing students with disabilities in general education settings (U.S. Department of Education, 2005). Including students with disabilities in general physical education classes may cause challenges not only for the students, but also for the teachers who are often not properly prepared to adapt to students that have various disabilities. Students with disabilities are often behind in their motor development, and because of that, they may benefit from additional instructional adaptations. Support can include a number of different ways of assisting students with special needs. For the purpose of this paper, “support” will be defined as “peer tutor support.” Peer tutoring is a model where peers of the same age or cross-ages provide support to a student with a disability in the general physical education setting. Peer tutors help in the following ways: provide support, provide positive reinforcement, and provide a critical analysis of the skills. Research shows that utilizing peer tutoring can improve the motor performance, as well as, the level of engagement for the student with a disability who is included in general physical education. This study will evaluate the effectiveness of peer tutor support on the motor skills development for students with disabilities in general physical education. Research demonstrates that peer tutoring combined with inclusion is beneficial for students with and without disabilities. The purpose of this study was to test whether the use of specific feedback, by peer tutors was a successful way to help improve the motor development for students with disabilities.

Citation Style

APA

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