This study examined the potential benefits of a peer tutoring program for tutors in a physical learning setting. Gender differences were also explored. Thirty-two college-age males and females identified as novices in a French boxing task were assigned in a 2 × 2, Gender × Training Type: Physical Practice (PP) versus Physical Practice associated with Peer Tutoring (PT) factorial design. All the participants were given six 2-hr French boxing lessons. The PT program included 6 min of peer coaching per lesson. Results indicated that the PT program entailed higher scores in boxing performance form, selfefficacy, interest-enjoyment, and personally controllable causal attributions and lower scores in tension-pressure. Males reported more certain expectancies and displayed higher performance outcomes than did females. Results are discussed in relation to the educational psychology literature.
Address all correspondence regarding this article to Pascal Legrain, UFRAPS ParisX-Nanterre, 200 Avenue de la République, 92001 Nanterre, France. E-mail: email@example.com. Fabienne d’Arripe-Longueville is presently with UFR STAPS, University of Nice Sophia Antipolis, Cedex 3, France. Christophe Gernigon is presently with the Faculty of Sport Sciences at the University of Montpellier 1, France.