Peer-Assisted Learning in the Physical Activity Domain: Dyad Type and Gender Differences

in Journal of Sport and Exercise Psychology
View More View Less
  • 1 National Institute of Sport and Physical Education, Paris
  • 2 University of Paris V
  • 3 University of Montpellier I
Restricted access

Purchase article

USD  $24.95

Student 1 year online subscription

USD  $85.00

1 year online subscription

USD  $114.00

Student 2 year online subscription

USD  $162.00

2 year online subscription

USD  $216.00

The purposes of this study were to qualitatively analyze peer interaction in dyads practicing a swimming skill, and to examine the potential dyad type-by-gender differences in observed peer interaction modes. Sixty-four senior high school students (32 M, 32 F) trained for 8 min either in symmetrical (same competence) or asymmetrical (different competence levels) same-sex dyads. The numbers of attempts and performance scores were also documented for novices. The observed peer interaction modes consisted of guidance-tutoring, imitation, cooperation, and parallel activity. Multivariate and univariate analyses revealed that tutoring and imitation were manifested more in asymmetrical dyads, while cooperation and parallel activity were more frequent in symmetrical dyads. Males in symmetrical dyads displayed the most parallel activity. Males carried out more attempts than females. Regarding performance, males in asymmetrical dyads benefited more from training than the other groups did. Similarities and differences with findings observed in the academic domain are discussed.

F. d’Arripe-Longueville, C. Gernigon, and M-L. Huet, Dept. of Sport Sciences, National Institute of Sport and Physical Education, 11 Ave. du Tremblay, 75012 Paris, France; F. Winnykamen, Univ. of Paris V, Paris, France; M. Cadopi, EA2991 Sport, Performance, and Health, Univ. of Montpellier I, Montpellier, France.