Peer Teaching Model in Gymnastic Education

Abstract

The aim of this study is to investigate the effect of peer teaching model in gymnastics education, which is one of the main sports branches and in which the participants are involved in studies with their peer groups. The research was carried out in a quasi-experimental design with pretest-posttest control group. The research was carried out in Akhisargücü Sports Club in Manisa. A total of 29 children aged 7-9, (Experimental=15, Control=14), voluntarily participated in the study. Participants do not have any previous gymnastics experience. Random sampling method was used to determine the groups, and which would be the control or experimental group. To assess social skills, Social Skills Assessment Scale (SSAS) developed by Akçamete and Avcıoğlu (2005) was scored by each participant's primary school teachers. Observation forms prepared by the researchers were used to evaluate movement skills. Measurements were taken twice before and after 8 weeks of practice. Mann Whitney U test was used to compare the experimental and control groups data, Wilcoxon Signed Rank was used in the pre-test-post-test difference comparisons of the groups. According to the analysis results, in terms of social skills, the difference scores of the peer education were found to be statistically significant (p<.050) while the difference scores of the control group were statistically insignificant (p>.050). According to the results of the analysis of movement development specific to gymnastic, significant difference was found in both groups (p< .050). As a result, it has been seen that both the peer teaching model and the traditional method support movement development in gymnastics education. In addition, it has been found that the peer teaching model in gymnastic education improves social skills more than traditional teaching.