The effect of peer education on learning and performing athletic training psychomotor skills

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dc.contributor.advisor Sharp, William L. en_US
dc.contributor.author Popp, Jennifer K. en_US
dc.date.accessioned 2011-06-03T19:30:02Z
dc.date.available 2011-06-03T19:30:02Z
dc.date.created 2005 en_US
dc.date.issued 2005
dc.identifier LD2489.Z64 2005 .P67 en_US
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/handle/179711
dc.description.abstract The purpose of this study was to assess the effectiveness of an intentional, formal peer education program on the performance of psychomotor skills of 22 undergraduate students enrolled in an upper extremity assessment course. Using a randomized pretest-posttest control group design, student performance on a practical exam of psychomotor skills related to the orthopedic assessment of the wrist and hand was evaluated. Both the peer teacher and Approved Clinical Instructor (ACI) groups received an instructor-led introduction and practice of psychomotor skills in the traditional laboratory classroom setting. Participants in the peer teachers groups attended two one-hour review sessions over the course of two weeks that were staffed by upper division peer teachers, while participants in the ACI group attended similar sessions that were staffed by an ACI. There were no differences between the groups on the pretest scores as indicated by a t-test (p>.05). A repeated measures analysis of variance (ANOVA) revealed a significant difference (p<.05) in the scores of participants of both groups on all tasks from the pretest to the posttest. ANOVA measures indicated no significant differences (p>.05) between the groups on any of the posttest tasks related to wrist and hand assessment. The Athletic Training Peer Education Assessment Survey revealed that most (n=8, 66.7%) of the students in the peer teachers group indicated that they felt less anxious when performing laboratory skills in the presence of peer teachers as compared to performing them in front of the classroom instructor, and most (n=7, 58.3%) felt more self-confident when practicing laboratory skills with a peer teacher. Over half (n=8, 66.7%) of the students also responded that being taught laboratory skills by peer teachers increased their interaction and collaboration with other students more than being taught by the classroom instructor. Peer education appears to be a valid teaching-learning method that may be incorporated into an athletic training education program as a means to foster the learning and performing of athletic training psychomotor skills, encourage collaboration among students, and decrease anxiety of novice learners. en_US
dc.description.sponsorship Department of Educational Leadership
dc.format.extent viii, 161 leaves ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh Peer teaching en_US
dc.subject.lcsh Physical education and training -- Study and teaching (Higher) en_US
dc.subject.lcsh Motor ability -- Testing. en_US
dc.title The effect of peer education on learning and performing athletic training psychomotor skills en_US
dc.description.degree Thesis (D. Ed.) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/1312661 en_US


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  • Doctoral Dissertations [3210]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

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