Effects of an eight-week peer-teaching Physical Education program on motor competence among primary school children
DOI:
https://doi.org/10.47197/retos.v82.118935Keywords:
Physical literacy, peer teaching, motor competence, fundamental movement skills, primary school students, physical education pedagogyAbstract
Purpose: Physical literacy is a critical aspect of motor competence. This study investigated the impact of an eight-week peer-teaching physical education program on motor competence in primary school children aged 5–7 years.
Methods: The sample comprised 100 children allocated to an Experimental Group (n = 50) or Control Group (n = 50) based on existing class sections. A mixed-methods quasi-experimental pre-test-post-test design was used. The Experimental Group completed an eight-week peer-teaching program three times weekly, whereas the Control Group received teacher-led physical education with the same frequency and duration. Motor competence was assessed using the Test of Gross Motor Development-Second Edition (TGMD-2). Data were analysed using independent-samples t-tests, paired-samples t-tests, ANCOVA, and thematic analysis.
Results: The Experimental Group showed significant improvements in locomotor skills (4.74 ± 2.46 to 6.70 ± 2.35), object-control skills (8.02 ± 3.63 to 9.74 ± 3.21), and gross motor composite scores (78.28 ± 13.99 to 89.44 ± 12.40) (all p < .001). The Control Group showed no significant changes (p > .05). ANCOVA identified significant between-group differences for all outcomes (p ≤ .001). Qualitative findings indicated engagement, cooperation, role clarity, and implementation feasibility.
Conclusions: The peer-teaching physical education program was associated with improved locomotor skills, object-control skills, and gross motor competence. Peer teaching appears to be a feasible and beneficial approach for primary school physical education.
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