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Journals / Beden Eğitimi ve Spor Araştırmaları Dergisi / 2026 / Cilt: 18 Sayı: 2

Effects of Online Tutor Training Prior to Reciprocal Peer Tutoring in Secondary Physical Education

Ortaöğretim Beden Eğitiminde Karşılıklı Akran Öğretiminden Önce Çevrimiçi Öğretmen Eğitiminin Etkisi

Tom Madou(KU Leuven)0000-0002-3715-3145
Fien Depaepe(KU Leuven)0000-0001-5440-1318
Phillip Ward(The Ohio State University)0000-0002-7447-3594
Peter Iserbyt(KU Leuven)0000-0003-3090-9007
Pages
51–73
Publication Date
2026-10-02
DOI
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

During peer tutoring results showed no statistically significant task-related differences for student behavior.

📌 3 Key Takeaways

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Objective & Hypothesis:Basic Life Support (BLS) is a sequence of actions that bystanders should perform in case of out-of-hospital cardiac arrest.
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Key Findings & Data:One hundred students (aged 12-13) were cluster-randomized into two groups.
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Conclusion & Impact:During peer tutoring results showed no statistically significant task-related differences for student behavior.
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:Temel Yaşam Desteği · CPR · Çocuklar Hayat Kurtarır

Abstract

Basic Life Support (BLS) is a sequence of actions that bystanders should perform in case of out-of-hospital cardiac arrest. BLS instruction is embedded in school curricula across Europe in related subjects such as physical education. This study examined whether online tutor training improves student behavior during reciprocal peer teaching of BLS and enhances retention outcomes. In reciprocal peer teaching students work in pairs, alternating between the roles of tutor and tutee. One hundred students (aged 12-13) were cluster-randomized into two groups. One group received an online content knowledge training on BLS (BLS); the other group received an extended version with additional training for effective tutoring behavior (BLS-B). Students were instructed to complete their training at home prior to participating in a 50-minute reciprocal peer teaching session during physical education class, followed by an individual BLS performance assessment one week later. Peer teaching behaviors were captured via video and audio recordings and analyzed using partial interval recording. BLS performance at retention was assessed using a validated protocol. Based on completion of the online training, three groups were analyzed: BLS, BLS with Benchmarks for tutoring (BLS+B), and the untrained group with students who did not complete their assigned online training prior to peer tutoring. During peer tutoring results showed no statistically significant task-related differences for student behavior. However, both trained groups outperformed the untrained group on the retention test. These findings support the use of cost-effective, pre-class online BLS instruction to improve learning outcomes for BLS using reciprocal peer teaching.

Özet

Temel Yaşam Desteği (TYD), hastane dışı kardiyak arrest durumunda çevrede bulunan kişilerin uygulaması gereken bir dizi eylemdir. TYD eğitimi, Avrupa genelinde beden eğitimi gibi ilgili dersler aracılığıyla okul müfredatlarına dahil edilmiştir. Bu çalışma, çevrim içi eğitmen eğitiminin, öğrencilerin TYD konusunda karşılıklı akran öğretimi sırasında davranışlarını iyileştirip iyileştirmediğini ve öğrenmenin kalıcılığını artırıp artırmadığını incelemiştir. Karşılıklı akran öğretiminde öğrenciler ikili gruplar halinde çalışır ve sırayla eğitmen ve öğrenci rollerini üstlenirler. Yüz öğrenci (12-13 yaş arası) küme-randomizasyon yöntemiyle iki gruba ayrılmıştır. Bir grup TYD konusunda çevrim içi içerik bilgisi eğitimi almıştır (TYD); diğer grup ise etkili öğretim davranışları için ek eğitim içeren genişletilmiş bir versiyon almıştır (TYD-B). Öğrenciler, beden eğitimi dersinde 50 dakikalık karşılıklı akran öğretimi oturumuna katılmadan önce evde çevrim içi eğitimlerini tamamlamaları için yönlendirilmiştir. Bir hafta sonra bireysel TYD performans değerlendirmesi yapılmıştır. Akran öğretimi davranışları video ve ses kayıtlarıyla kaydedilmiş ve kısmi aralık kaydı yöntemiyle analiz edilmiştir. TYD performansı, doğrulanmış bir protokol kullanılarak ölçülmüştür. Çevrim içi eğitimin tamamlanmasına göre üç grup analiz edilmiştir: TYD, öğretim için kriterler eklenmiş TYD (TYD+B) ve akran öğretimi öncesinde çevrim içi eğitimini tamamlamayan öğrencilerden oluşan eğitimsiz grup. Akran öğretimi sırasında öğrenci davranışları açısından istatistiksel olarak anlamlı bir fark görülmemiştir. Ancak, her iki eğitimli grup da kalıcılık testinde eğitimsiz gruptan daha iyi performans göstermiştir. Bu bulgular, TYD konusunda karşılıklı akran öğretimi yoluyla öğrenme çıktılarının geliştirilmesi için düşük maliyetli, ders öncesi çevrim içi TYD eğitiminin kullanılmasını desteklemektedir.

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Cite This Article

Madou, T., Depaepe, F., Ward, P., Iserbyt, P. (2026). Effects of Online Tutor Training Prior to Reciprocal Peer Tutoring in Secondary Physical Education. Beden Eğitimi ve Spor Araştırmaları Dergisi, Cilt: 18 Sayı: 2, 51–73. https://ajindex.com/articles/1461982

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