Peer Teaching and Cooperative Learning on Skill and Social Competence in PE

Abstract

Peer teaching and cooperative learning represent student-centered pedagogical strategies with significant potential for physical education (PE), yet their combined and independent effects on skill development and social competence among adolescent learners remain inadequately understood. This study investigated the effectiveness of three instructional conditions—peer teaching (PT), cooperative learning (CL), and teacher-directed instruction (TDI)—on motor skill development and social competence in secondary school PE. A randomized controlled trial with 276 students (ages 13–16) across four schools employed a 12-week intervention during badminton and volleyball units. Motor skill proficiency was assessed using validated sport-specific rubrics and the Test of Gross Motor Development-3 (TGMD-3). Social competence was measured through the Social Skills Improvement System (SSIS), peer sociometric ratings, and systematic observation of prosocial behaviors during PE. Results indicated that CL produced the highest gains in social competence (d = 0.79, p < .001) and comparable skill development to TDI (d = 0.12, p = .42). PT yielded significant skill gains for both tutors (d = 0.71) and tutees (d = 0.54), with tutors showing the greatest metacognitive improvements. All student-centered conditions produced higher levels of positive peer interactions compared to TDI. The findings support the integration of peer teaching and cooperative learning as complementary strategies that develop both motor and social outcomes in adolescent PE.