Most every physical educator has experienced the scenario in which she/he has too few hands, especially as more and more students with disabilities are being included in the general physical education class.  It is at these times that peer tutors can make the program and teaching activities run more smoothly, while also creating a more inclusive environment in  general physical education for students with disabilities.

Peer tutors can be a benefit to the class in a number of ways: (a) increasing the opportunity to practice a skill, (b) increasing the amount of time that students are actively engaged in skill development, (c) increasing the amount of feedback about performance the students receive, and (d) reducing off-task behaviors. (Auxter, Pyfer, and Huettig, 2001).

In order to gain these benefits in the physical education class, it is important that the peer tutors are trained and provided specific job descriptions and expectations.  Responsibilities for peer tutors may include: providing feedback, cueing, re-stating instruction, encouraging on-task behavior, and assisting in following directions. Of course there are many others, situations and student needs will vary, thus affecting peer tutor responsibilities. Whatever responsibilities are decided upon for the peer tutors, it is important that the physical educator writes up description of the expectations and responsibilities for the peer tutors.  

It is important to remember that peer tutors should not be involved in the actual conducting and recording of assessments.  That needs to be the responsibility of the physical education teacher.  

Another element that is crucial to the success of a peer tutor program is that the peer tutors receive training.  The training should include the following variables: (a) education about different disabilities, (b) disability simulation activities, (c) instruction and practice with communication techniques, (d) instruction on behavior management techniques, and (e) instruction on different teaching styles.

A few recommendations before you decide to incorporate peer tutors into all of your classes.

1. Start slow, start with one class.
2. Use peer tutors for skills with concrete components.
3. Use peer tutors for skills that are not too complex.
4. Provide task sheets with critical components identified.

Finally, peer tutors are volunteers and need to be recognized for the efforts.  There are numerous methods that can be used to recognize peer tutors.  Listed here are just a few.

1. Thank you notes
2. Letters to parents, principal, etc about the great job the peer tutors did.
3. Mention the peer tutors over the PA during morning announcements.
4. Present plaques, certificates, etc. at the school awards banquet.
5. Provide class credit when appropriate.
6. Mention the peer tutors in the local community or school paper.
7. Promote the notion of peer tutor of the month by passing around a trophy, t-shirts, buttons, etc.

Click  here to check out what a school in Alaska has set up for their peer tutor program.

Good Luck on using peer tutors in your physical education classes. 

If you have a successful Peer Tutoring Program please let us know.  E-mail Cindy Piletic

The word advocate is being used all over the place these days.  But what does it really mean?  According to the Cambridge Learner's Dictionary an advocate is  someone who supports a particular idea or way of doing things.  To advocate is "to express support for a particular idea or way of doing things".  

Building on these definitions being an advocate for adapted physical education is to support quality adapted and general physical education programs where students with disabilities are participating safely and successfully.  Still, being an advocate requires understanding what makes quality adapted physical education programs, and then sharing information about such programs.

The internet has numerous sites that advocate for adapted physical education.  Listed below are a couple different sites that you should visit in an effort to increase your knowledge about adapted physical education and physical activity for individuals with disabilities.

APE Advocacy Page

NCPAD

MSU - Disability Sports

PE Central

IDEA '97

NCPERID

Having a great deal of knowledge is one thing, and supporting quality programs is another.  Still as physical education and adapted physical education are under a great deal of scrutiny we need to be advocating for these programs.  

The Games begin March 7th and continue through March 16th in Salt Lake City, at the same venue as the 2002 Winter Olympics.

Look for information in your papers, on your television, on the radio.  If you don't see or hear about it.  check out the 2002 Winter Paralympics home page.