Peer Tutors’ Effects on Activity Levels of Deaf Students in Inclusive Elementary Physical Education

in Adapted Physical Activity Quarterly
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  • 1 SUNY Brockport
  • | 2 University of Utah
  • | 3 Oregon State University
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The purpose of this study was to analyze the effect of trained peer tutors on the physical activity levels of deaf students1 in inclusive elementary physical education classes. A single subject delayed multiple baseline design across 8 deaf participants (4 boys and 4 girls) ages 10 to 12 was used. Eight typically developing, trained peers of the same age and gender served as peer tutors following training in use of sign language and basic teaching strategies. The dependent variable was moderate to vigorous physical activity (MVPA) determined by McKenzie, Sallis and Nader’s (1991) System for Observing Fitness Instruction Time (SOFIT). The study included 3–4 sessions of baseline, 11–14 sessions of intervention, and 1–3 sessions of maintenance. Results revealed that after the introduction of peer tutoring, deaf students increased their MVPA from to 22% to 41.5%, and peer tutors increased their MVPA from 19% to 37.9%.

L.J. Lieberman is with the Department of Physical Education at SUNY College at Brockport, Brockport, NY 14420. John M. Dunn is the Dean of Health at the University of Utah, Salt Lake City, UT 84112. Hans van der Mars and Jeff McCubbin are at the Exercise Science Dept., Oregon State University, Corvalis, OR 97330.

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