Accelerating foundational motor skill acquisition through peer-based training: an empirical assessment in elementary school
DOI:
https://doi.org/10.47197/retos.v82.119536Keywords:
Collaborative learning, elementary school, motor skill acquisition, peer-based training, physical literacyAbstract
Introduction: Traditional teacher-led physical education often limits individualized feedback and slows foundational motor skill acquisition in young children.
Objective: This study evaluated a structured peer-based training strategy designed to accelerate motor skill mastery and enhance social competencies in primary education.
Methodology: Using a quasi-experimental pre-test/post-test design, 124 elementary students were assigned to either a structured peer-training model or a conventional teacher-directed control group for eight weeks. Gross motor development indexes and peer-interaction rubrics measured movement skills and collaborative behaviors.
Results: The peer-training group achieved significantly higher post-test scores in manipulative skill execution, movement stability, and locomotor agility compared to the control group. Additionally, peer-feedback networks significantly reduced performance anxiety and minimized off-task behaviors.
Conclusions: Delegating structured evaluative roles to student dyads provides an effective, scalable strategy for differentiated instruction. Acting as evaluators forces students to process mechanics conceptually, creating a dual participation loop that accelerates technical mastery while fostering early social-emotional development.
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