ERIC Number: EJ912697
Record Type: Journal
Publication Date: 2010-Jul
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0273-5024
EISSN: N/A
A Didactic Analysis of Student Content Learning during the Reciprocal Style of Teaching
Hennings, John; Wallhead, Tristan; Byra, Mark
Journal of Teaching in Physical Education, v29 n3 p227-244 Jul 2010
Peer-assisted learning (PAL) strategies, such as the reciprocal style of teaching, have been shown to be effective in developing motor skills. Despite this research, little is currently understood of how PAL strategies influence the teaching-learning process. The purpose of this study was to use a didactic methodology (Amade-Escot, 2005) to examine the content taught and learned by two pairs of undergraduate students participating in reciprocal style (Mosston & Ashworth, 2002) episodes of indoor climbing. The didactic protocol included collecting data regarding student intentions, actions and interpretations of content, and the identification of problematic episodes in the teaching-learning process or Critical Didactic Incidents. The participants' improved their knowledge and performance of lower complexity climbing skills. Participants' failure to construct more sophisticated climbing content was as a result of deficiencies in the peer observer's in-task error diagnosis feedback and teaching style imposed constraints on teacher intervention. (Contains 1 table and 2 figures.)
Descriptors: Feedback (Response), Undergraduate Students, Teaching Styles, Psychomotor Skills, Reciprocal Teaching, Peer Teaching, Preservice Teachers, Physical Education, Physical Activities, Educational Strategies, Physical Education Teachers, Interviews, Instructional Effectiveness, Methods Research
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A