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Peer-Assisted Learning in the Physical Activity Domain: Dyad Type and Gender Differences
Fabienne d'Arripe-Longueville1, Christophe Gernigon1, Marie-Laure Huet1
11 National Institute of Sport and Physical Education, Paris.
Journal of Sport & Exercise Psychology
|July 7, 2017
Summary
Peer interaction in swimming training varied by dyad type and gender. Asymmetrical dyads showed more tutoring and imitation, while symmetrical dyads involved more cooperation and parallel activity, with males exhibiting distinct behaviors.
Area of Science:
- Sport Science
- Motor Learning
- Social Psychology
Background:
- Peer interaction is crucial for skill acquisition in sports.
- Understanding dyad dynamics can optimize training environments.
- Gender and competence levels may influence interaction patterns.
Purpose of the Study:
- To qualitatively analyze peer interaction during swimming skill practice.
- To investigate differences in peer interaction modes based on dyad type (symmetrical vs. asymmetrical) and gender.
- To explore the impact of these factors on skill learning.
Main Methods:
- Sixty-four senior high school students (32 males, 32 females) trained in same-sex dyads.
- Dyads were either symmetrical (equal competence) or asymmetrical (different competence levels).
- Peer interaction modes (tutoring, imitation, cooperation, parallel activity) were observed and analyzed.
Main Results:
- Tutoring and imitation were more prevalent in asymmetrical dyads.
- Cooperation and parallel activity were more frequent in symmetrical dyads.
- Males in symmetrical dyads showed the most parallel activity; males attempted more and showed greater performance gains in asymmetrical dyads.
Conclusions:
- Dyad composition significantly influences peer interaction modes in swimming skill acquisition.
- Gender and competence level interact to shape learning experiences and outcomes.
- Findings suggest tailored dyad strategies can enhance sports training effectiveness.
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