Differential Effects of Peer-Mediated Accountability on Task Accomplishment in Elementary Physical Education

in Journal of Teaching in Physical Education
View More View Less
  • 1 University of Nebraska-Lincoln
  • | 2 Carlock Elementary School
Restricted access

Purchase article

USD  $24.95

Student 1 year online subscription

USD  $66.00

1 year online subscription

USD  $88.00

Student 2 year online subscription

USD  $125.00

2 year online subscription

USD  $167.00

The purpose of this study was to examine the effects of peer-mediated accountability (PMA) on average male and female students and low skilled female students during the performance of the lay-up in basketball. A multiple baseline design was used to assess the effects of PMA on the number of trials performed and the percentage of correct trials. Participants were 9 elementary school students in Grades 4 and 5. Peer-mediated accountability was effective in increasing the opportunities to respond for both average and low skilled students but did not change the percentage of correct performances by the students. These results support previous findings that suggest that, though PMA is an effective strategy to promote opportunities to respond, it is an inappropriate strategy to use when students cannot perform the skill. An analysis of the data also revealed that the lower skilled students performed a similar number of trials as their counterparts.

P. Ward, S.L. Smith, and K. Makasci are with the Department of Health and Human Performance at the University of Nebraska, Lincoln, NE 68588. D.W. Crouch is with the Carlock Elementary School, Carlock, IL 61725.

All Time Past Year Past 30 Days
Abstract Views 608 477 18
Full Text Views 6 2 0
PDF Downloads 10 1 0