The Effects of Peer-Mediated Accountability on Task Accomplishment during Volleyball Drills in Elementary Physical Education

in Journal of Teaching in Physical Education
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  • 1 Carlock Elementary School
  • | 2 University of Nebraska–Lincoln
  • | 3 Pepper Ridge Elementary School
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In this study, three variations of a withdrawal design were used to assess the effects that group instruction, peer-dyads, and peer-mediated accountability had on the number of trials performed, and how successful those trials were, during one-minute trials of volleyball skills. Peer-mediated accountability consisted of teacher-established goals, peer recording of performance, public posting of student performance, and special content-related activities that served as public recognition of achievement. Participants were 67 elementary school students in grades 4 through 6. Results indicated that students performed more trials and were generally more successful in the peer-mediated accountability condition than during either the peer-dyads or group instruction. Findings are discussed in terms of the contingent relation between tasks and consequences created by the peer-mediated accountability variable.

Darrell W. Crouch is with the Carlock Elementary School, Carlock, IL 61725. Phillip Ward is with the Department of Health and Human Performance at the University of Nebraska-Lincoln, 247 Mabel Lee Hall, Lincoln, NE 68588-0229. Craig A. Patrick is with the Pepper Ridge Elementary School, Bloomington, IL 61701.

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