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An Action Research Evaluation of an Online Inclusive Sport Peer Coach Training.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	An Action Research Evaluation of an Online Inclusive Sport Peer Coach Training./
作者:	Condon, Margaret Roberts.
面頁冊數:	1 online resource (132 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-10, Section: A.
Contained By:	Dissertations Abstracts International84-10A.
標題:	Teaching. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30361888click for full text (PQDT)
ISBN:	9798377680666

An Action Research Evaluation of an Online Inclusive Sport Peer Coach Training.
Condon, Margaret Roberts.

An Action Research Evaluation of an Online Inclusive Sport Peer Coach Training. - 1 online resource (132 pages)

Source: Dissertations Abstracts International, Volume: 84-10, Section: A.

Thesis (Ed.D.)--West Virginia University, 2022.

Includes bibliographical references

Background: Trained peer tutors are a proven pedagogical technique that can help eliminate barriers to inclusion in physical education and extracurricular sport, including a reported lack of training and experience of professionals. When adequately trained, peer tutors can encourage social interactions, provide constant feedback, and increase active learning and engagement. While recommendations for training peer tutors have been provided, there are currently no known studies examining a peer tutor training in an online format for middle and high school-aged students participating in an inclusive sport program. Purpose: The purpose of this study was to evaluate the effectiveness of an online peer coach training program for middle and high school school-aged students in the Prime Time Games® organization. This study aimed to (a) investigate if there was a statistically significant increase in knowledge from pre- to post-training completion, (b) investigate perceived strengths and weaknesses of the online training modules post-completion, and (c) determine the perceived applicability of module content after training and hands-on experience. Finally, recommendations for improvements were provided. Method: This study employed two rounds of data collection based on an action research framework. First, peer coach participants (n=36) completed a demographic questionnaire, a pre- and post-knowledge evaluation, and open ended survey prompts. Next, semi-structured focus group interviews were conducted with peer (n=13) and head coach participants (n=4). Data analysis included a paired sample t-test and point biserial correlations and transcription, inductive coding, and peer debriefing Results: Results of a paired sample t-test indicated a statistically significant increase in knowledge from pre-training (M=66.29, SD=17.84) to post-training (M=80.29, SD=21.89), t(35) = 4.48, pd=0.76. Four major themes emerged from open-ended questions including (a) comprehension, (b) disability awareness, (c) interacting with the athletes, and (d) instructional design. Five major themes were identified from interviews including (a) expectations versus the reality of the role, (b) intrapersonal outcomes, (c) understanding commonalities, (d) athlete development, and (e) areas of improvement Conclusion: Results of this study indicate that training peer coaches to provide instruction and support to athletes with disabilities utilizing an online format can be effective for middle and high school-aged students. Recommendations for improvement include additional information to enhance peer coach learning, a standard evaluation score to ensure competence, and a focus on communication strategies toward the beginning of training. Future research should continue the cyclical nature of action based research to determine if the recommendations provided are effective in improving the four online training modules.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798377680666Subjects--Topical Terms:

517098
Teaching.
Index Terms--Genre/Form:

542853
Electronic books.

An Action Research Evaluation of an Online Inclusive Sport Peer Coach Training.
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245 1 3 $a An Action Research Evaluation of an Online Inclusive Sport Peer Coach Training.
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500 $a Source: Dissertations Abstracts International, Volume: 84-10, Section: A.
500 $a Advisor: Taliaferro, Andrea ; Bulger, Sean.
502 $a Thesis (Ed.D.)--West Virginia University, 2022.
504 $a Includes bibliographical references
520 $a Background: Trained peer tutors are a proven pedagogical technique that can help eliminate barriers to inclusion in physical education and extracurricular sport, including a reported lack of training and experience of professionals. When adequately trained, peer tutors can encourage social interactions, provide constant feedback, and increase active learning and engagement. While recommendations for training peer tutors have been provided, there are currently no known studies examining a peer tutor training in an online format for middle and high school-aged students participating in an inclusive sport program. Purpose: The purpose of this study was to evaluate the effectiveness of an online peer coach training program for middle and high school school-aged students in the Prime Time Games® organization. This study aimed to (a) investigate if there was a statistically significant increase in knowledge from pre- to post-training completion, (b) investigate perceived strengths and weaknesses of the online training modules post-completion, and (c) determine the perceived applicability of module content after training and hands-on experience. Finally, recommendations for improvements were provided. Method: This study employed two rounds of data collection based on an action research framework. First, peer coach participants (n=36) completed a demographic questionnaire, a pre- and post-knowledge evaluation, and open ended survey prompts. Next, semi-structured focus group interviews were conducted with peer (n=13) and head coach participants (n=4). Data analysis included a paired sample t-test and point biserial correlations and transcription, inductive coding, and peer debriefing Results: Results of a paired sample t-test indicated a statistically significant increase in knowledge from pre-training (M=66.29, SD=17.84) to post-training (M=80.29, SD=21.89), t(35) = 4.48, pd=0.76. Four major themes emerged from open-ended questions including (a) comprehension, (b) disability awareness, (c) interacting with the athletes, and (d) instructional design. Five major themes were identified from interviews including (a) expectations versus the reality of the role, (b) intrapersonal outcomes, (c) understanding commonalities, (d) athlete development, and (e) areas of improvement Conclusion: Results of this study indicate that training peer coaches to provide instruction and support to athletes with disabilities utilizing an online format can be effective for middle and high school-aged students. Recommendations for improvement include additional information to enhance peer coach learning, a standard evaluation score to ensure competence, and a focus on communication strategies toward the beginning of training. Future research should continue the cyclical nature of action based research to determine if the recommendations provided are effective in improving the four online training modules.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Teaching. $3 517098
650 4 $a Teachers. $3 529573
650 4 $a Physical education. $3 635343
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