Search Results

You are looking at 1 - 10 of 26 items for :

  • Refine by Access: All Content x
Clear All
Restricted access

Phillip Ward, Myung-Ah Lee, and Myung-Ah Lee

In this article we provide a review of theory and research on the use of peers to influence learning outcomes in physical education. First, we summarize the empirical literature on the use of peers in general education. Next, Piaget’s equilibration theory, Vygotsky’s sociocultural theory, and Skinner’s behavior analytic theory are discussed with particular reference to their implications for the use of peers in educational settings. This is followed by a review of findings from research studies using peers in physical education settings and includes suggestions for future research. We conclude with a discussion of implications for practice.

Restricted access

Luciana De Martin Silva and John W. Francis

to aid understanding of how humans learn ( Roberts & Potrac, 2014 ). More recently, scholars from sports coaching have made attempts to examine what Vygotsky’s theoretical perspective means for coaches and coaching practices ( Hendricks et al., 2018 ). The “Zone of Proximal Development (ZPD)” is one

Restricted access

Fabienne d’Arripe-Longueville, Christophe Gernigon, Marie-Laure Huet, Marielle Cadopi, and Fayda Winnykamen

Based on Vygotsky’s theory of cognitive development and its concept of zone of proximal development, this study examined how the skill level of a peer tutor affects the achievement motivation of novice learners and their performance in a swimming task. Gender differences were also explored. High school students (N = 48) were assigned in a 2 × 3 (Gender × Tutor skill level: novice vs. intermediate vs. skilled) factorial design. Participants were invited to observe a same-sex peer tutor, complete a self-efficacy questionnaire, train with their tutor for 8 minutes, and complete a goal involvement questionnaire. Results demonstrated that skilled tutors yielded the best swimming skills for boys, whereas skilled and intermediate tutors yielded better skills than did novice tutors for girls. The skilled tutor group led to higher self-efficacy for improvement and gave more demonstrations and verbal information than did the novice group. Male tutees adopted higher ego involvement goals and trained more physically, whereas female tutees adopted higher learning goals and received more demonstrations and verbal instructions. Results are discussed in relation to educational studies conducted in a Vygotskian perspective.

Restricted access

Blake Bennett and Glenn Fyall

. Theoretical Framework The theoretical framework underpinning this research draws on Vygotskian notions of socioculturalism ( Jones, Potrac, Cushion, & Ronglan, 2011 ; Vygotsky, 1978 ). Socioculturalism considers that human development (learning) is a matter of both individual and social processes ( Cobb

Restricted access

Kelly Lynn Mulvey, Sally Taunton, Adam Pennell, and Ali Brian

require that executive functions are regularly challenged and that children are pushed into Vygotsky’s zone of proximal development ( Vygotsky, 1978 ) to see the best effects ( Diamond & Ling, 2016 ). SKIP is well suited in this capacity, as children’s exposure to new motor skills is scaffolded and the

Full access

Tanya Tripathi, Stacey C. Dusing, Peter E. Pidcoe, Yaoying Xu, Mary S. Shall, and Daniel L. Riddle

intervention blends these characteristics with technology in an attempt to improve infants’ tolerance for prone and to support prone motor skills. Our intervention is also in line with the concept of Vygotsky’s Zone of Proximal Development which is described as “the distance between the actual and the

Restricted access

Maureen Connolly and William J. Harvey

and education in the 1960s, 1970s, and 1980s (e.g., Freire, 1970 ; Kleinman, 1978 ; Vygotsky, 1962 ) and into physical education in the 1970s and 1980s (eg., Bain, 1976 ; Kirk, 1986 ; Hellison, 1988 ; Tinning, 1987 ). The early work of Disability Studies on the Social Model of Disability became

Restricted access

Justine B. Allen and Colleen Reid

(mediated) by a ‘more knowledgeable other’ ( Vygotsky, 1978 ). Research examining coaches’ learning indicates that learning is sourced from many different learning situations; however, not all situations are valued or contribute equally to coaches’ development ( Christensen, 2014 ; Nelson, Cushion

Open access

Abraham García-Fariña, Francisco Jiménez Jiménez, and M. Teresa Anguera

( Vygotsky, 1978 , pp. 85–86). A second function generates a positive attitude toward ongoing learning by using meta-statements, incorporating the students’ contributions to the teaching staff’s instructional communication, or characterizing the knowledge as shared (Table  1 ). In the third function

Restricted access

Shane Pill, Brendon Hyndman, Brendan SueSee, and John Williams

can be managed such as through peer feedback opportunities, teacher insight, or through independent means ( Wass, Harland, & Mercer, 2011 ). Vygotsky’s ZPD is a point of consideration for the “game level progression” approach, as the ZPD is characterized by the teacher providing assistance to students