ABSTRACT
Peer Teaching takes many forms and is conducted under a variety of labels, but its most fundamental feature is clear: to structure a learning environment in which some students assume and carry out many of the key operations of instruction, directly, assisting other students in the learning process. In the Peer Teaching model, the teacher retains control over all of those same elements, except one: instructional interactions that occur during and after students’ learning trials. The reality for most physical education teachers is that they have a large number of students in a class and it is practically impossible to directly observe every practice attempt made by every student. The Peer Teaching model is based on an accepted trade-off intended to reduce the problem of too little teacher observation of practice attempts and very limited feedback received by students.
