Adapted Physical Education: Peer Tutoring for SMD Students
This paper examines a study by Klavina (2008) investigating the effectiveness of peer tutoring versus teacher-directed instruction for students with severe and multiple disabilities (SMD) in adapted physical education (APE) settings. The paper summarizes the study's participants, methodology, and findings, noting that peer tutoring produced significantly higher activity engagement for SMD students and created meaningful peer interaction opportunities seldom available in self-contained classroom environments. The author also reflects on the study's acknowledged limitations and considers implications for future research, including expanding peer tutoring studies to students across a range of disability levels.
- Introduction to Adapted Physical Education: Context and rationale for APE peer tutoring study
- Study Design and Participants: SMD students, peer tutors, and teacher participants
- Findings: The Impact of Peer Tutoring: Peer tutoring boosts SMD engagement and interaction
- Limitations of the Study: Methodological constraints acknowledged by Klavina
- Implications for Future Research: Author's reflection and proposed future directions
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What makes this paper effective
- Clearly summarizes a primary research study, covering purpose, participants, findings, and limitations in a logical sequence.
- Includes a brief first-person reflection that connects the study's findings to the author's professional goals, giving the paper a personal and forward-looking dimension.
- Maintains an appropriately concise focus — covering all key elements of the source study without unnecessary padding.
Key academic technique demonstrated
The paper demonstrates effective critical annotation: rather than simply restating the study's conclusions, it distinguishes between what the study found and what the author acknowledges as limitations, showing an ability to evaluate source material rather than accept it uncritically. The transition from summary to personal reflection is a useful model for applied education writing.
Structure breakdown
The paper opens with a contextual introduction to APE and the rationale for the study. It then describes the study's participants and design, presents the key findings on peer tutoring effectiveness, identifies the study's stated limitations, and closes with the author's personal reflections on research implications. Each section flows naturally from the previous, following the arc of the original study.
Introduction to Adapted Physical Education
It has been an accepted truth for some time that physical activity is beneficial for all children at all levels. This includes children with mild to severe physical and mental challenges. The challenge for Adapted Physical Education (APE) teachers is, however, to provide all children with the optimal level of physical activity during APE instruction. This is true in both inclusive and segregated educational environments, since few children with disabilities have the same needs when it comes to physical education.
The aim of the study conducted by Klavina (2008) was therefore to investigate how APE teachers could best serve all the students in their classes. To do this, a comparison was made between teacher-directed and peer-mediated instruction for students with severe and multiple disabilities (SMD) to determine the effectiveness of each approach.
Study Design and Participants
The study included SMD students, peer tutor students, GPE teachers, and APE teachers. Three students with SMD from two elementary schools in a mid-Atlantic state in the United States were selected. During an ordinary school day, these students experienced little to no integration with general education, spending most of their time in a self-contained classroom for students with disabilities. The three students were one boy and two girls, ranging from 8 to 9 years of age. All had disabilities that made communication a challenge, and all received educational assistance in this regard.
There were also nine general education students selected to act as peer tutors for the SMD students. These students were interviewed, recruited, and trained with the peer tutoring role in mind. Teachers participating in the study included two full-time GPE teachers — one male and one female — as well as two male APE teachers. All teachers had more than ten years of experience in their respective fields.
Reference
Klavina, A. (2008). Using peer-mediated instructions for students with severe and multiple disabilities in inclusive physical education: A multiple case study. European Journal of Adapted Physical Activity, 1(2). Retrieved from http://eujapa.upol.cz/index.php/EUJAPA/article/viewFile/9/8
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