Abstract
Students often do not take full advantage of peer tutoring instructional strategies because they are not sufficiently prepared to fulfill the role of tutor. This study examined whether implementing a peer tutor training program prior to the beginning of reciprocal peer tutoring (RPT) sessions might help overcome this issue. Gender differences were also explored. In a physical education setting, 48 novice ninth-graders were assigned in symmetric dyads to a physical practice associated with trained RPT condition (TRPT; n = 24) or a physical practice associated with spontaneous RPT condition (SRPT; n = 24). Moreover, 24 participants were assigned to a physical practice without any form of RPT control condition (PP). The peer tutor training, based on an original group interview technique, aimed at enhancing the explanatory potential of the tutor and his/her sensitivity to the specific needs of the tutee. Results indicated a superior motor performance for the TRPT condition and no difference between the SRPT and PP conditions. Interestingly, a positive relation between motor performance and self-efficacy beliefs was found for TRPT females. The assumption that the development of metacognitive awareness is one of the mechanisms underlying RPT’s effectiveness was thus supported.
Résumé
Les élèves ne profitent pas toujours pleinement des méthodes d’enseignement de tutorat entre pairs car ils ne sont pas suffisamment préparés à remplir le rôle de tuteur. Cette étude a examiné si la mise en œuvre d’un programme de formation au tutorat d’un pair, en amont du commencement de séquences de tutorat réciproque entre pairs (RPT), contribuait à surmonter ce problème. Les différences liées au genre ont également été considérées. Dans un contexte d’éducation physique et sportive, 48 élèves novices de 3e ont été assignés en dyades symétriques à une condition de pratique physique associée à un RPT formé (TRPT ; n = 24) ou à une condition de pratique physique associée à un RPT spontané (SRPT ; n = 24). Par ailleurs, 24 participants étaient assignés à une condition contrôle de pratique physique uniquement, excluant toute forme de RPT (PP). La formation au tutorat d’un pair, inspirée d’une technique originale d’entretien de groupe, visait à améliorer le potentiel explicatif du tuteur ainsi que sa sensibilité aux besoins particuliers du tutoré. Les résultats indiquent une performance motrice supérieure pour la condition TRPT et l’absence de différence entre les conditions SRPT et PP. De manière intéressante, une relation positive entre la performance motrice et les expectations d’efficacité personnelle a été constatée chez les filles de la condition TRPT. Ce résultat conforte ainsi l’hypothèse selon laquelle le développement de la conscience métacognitive constitue l’un des mécanismes sous-jacents à l’efficacité du RPT.
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Acknowledgments
The authors express sincere appreciation to Alain Coupet for his relevant advice on table tennis issues and acknowledgments to Léo Gerville-Réache for his help with the statistics. They are also grateful to the principals, teachers, and pupils of the participating school.
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Pierre Jean Ensergueix. Facultés des Sciences du Sport et de l’EP, Université de Bordeaux 2, 12 avenue C. Jullian 33607 Pessac Cedex, France. E-mail: pierre.ensergueix@u-bordeaux2.fr; E-mail: pj.ensergueix@gmail.com; Web site: www.u-bordeaux2.fr
Current themes of research:
Components. Parameters. And mechanisms underlying effective reciprocal peer tutoring interventions
Most relevant publications in the field of Psychology of Education:
Ensergueix P. and Lafont L. (submitted). Effects of trained reciprocal peer tutoring on adolescent students’ cognitive and motor outcomes in a table tennis setting. International Journal of Sport Psychology.
Ensergueix P. and Lafont L. (in press). Rôle du contexte dans la formation d’élèves au tutorat réciproque en tennis de table. eJRIEPS.
Ensergueix, P. and Lafont L. (in press). Tutorat réciproque entre pairs : formation d’élèves-tuteurs et conséquences cognitives et motrices en tennis de table. STAPS.
Lafont L. and Ensergueix P. (2009). La question de la formation d’élèves tuteurs: considérations générales, application au cas des habiletés motrices. Carrefours de l’éducation, 27, 37–52.
Ensergueix P. and Lafont L. (2007). Formation au Managérat Réciproque en tennis de table chez des élèves de 14-15 ans : tentative de modélisation et mesure des effets. eJRIEPS, (12), 51–67.
Lucile Lafont. Facultés des Sciences du Sport et de l’EP, Université de Bordeaux 2, 12 avenue C. Jullian 33607 Pessac Cedex, France. E-mail: llafont@u-bordeaux2.fr; Web site: www.u-bordeaux2.fr
Current themes of research:
Modeling and coping models. Peer learning. Tutoring. Cooperative learning. Social interactions
Most relevant publications in the field of Psychology of Education:
Lafont L. and Ensergueix P. (2009). La question de la formation d’élèves tuteurs : considérations générales, application au cas des habiletés motrices. Carrefours de l’éducation, 27, 37–52.
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Lafont L., Proeres M. and Vallet C. (2007). Cooperative group learning in a team game: Role of verbal exchanges between peers. Social Psychology of Education, 10, 93–113.
Darnis-Paraboshi F., Lafont L. and Menaut A. (2005). A social-constructivist approach in physical education: Influence of dyadic interactions on tactical choices in a collective ball game. European Journal of Psychology of Education, XX, 171–184.
Vincent-Morin M. and Lafont L. (2005). Learning-method choices and personal characteristics in solving a physical education problem. Journal of teaching in Physical Education, 24, 226–242.
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Ensergueix, P.J., Lafont, L. Reciprocal peer tutoring in a physical education setting: influence of peer tutor training and gender on motor performance and self-efficacy outcomes. Eur J Psychol Educ 25, 222–242 (2010). https://doi.org/10.1007/s10212-009-0010-0
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DOI: https://doi.org/10.1007/s10212-009-0010-0