The Influence of Reciprocal, Learner-Designed, and Learner-Initiated Teaching on Student Outcomes in Sport Education

• In Event: Examination of Learners and Learning in PE/PETE

Abstract

This study examined the integration of reciprocal, learner-designed, and learner-initiated teaching styles within a university-level Sport Education (SE) course. Forty-four undergraduates participated in an eight-week intervention supported by scaffolding tools: reflective question sheets, structured task sheets, and a triad feedback system. Using a mixed-methods design grounded in Self-Determination Theory, the study evaluated student coaches’ behaviors, psychological need satisfaction (autonomy, competence, relatedness), and performance outcomes. Quantitative results showed significant gains in skill, game performance, and need satisfaction. Qualitative data highlighted improvements in instructional clarity, learner autonomy, and peer interaction. Findings support the effectiveness of blending teaching styles and scaffolds to enhance peer-led instruction and motivation, offering practical implications for models-based instruction in physical education.

Authors

• Wei Mao, University of North Dakota

• Hairui Liu, University of North Dakota

• Peter A. Hastie, Auburn University