The effects of instruction on selected behaviors of pre-service athletic trainers during peer teaching

Amanda K. Andrews


The purpose of this study was to determine the effects of different instructional interventions over time on teacher behaviors of athletic training students in a clinical setting. Specifically, the three types of interventions were: (a) use of a teaching seminar, self-reflective video observation of teaching, and weekly practice teaching, (b) use of a teaching seminar and weekly practice teaching, and (c) practice teaching without any intervention. Thirty teacher participants identified as athletic training students and thirty student participants identified as pre-athletic training students were solicited from an Athletic Training Education Program at a Division IA University. Using random sampling without replacement, the participants were placed in one of three intervention groups. Teacher participants taught specific athletic training skills to a student one time weekly over an eight week period. An Educational Teaching Unit (ETU) design was used during the study. Data were collected using a video camera and were coded using the Qualitative Measures of Teaching Performance Scale (QMTPS). 3 (Group) x 8 (Lesson) ANOVA with repeated measures on the Lesson factor of QMTPS measures was used to analyze the data between groups, between lessons and group x lesson interactions. Tukeys' LSD univariate post hoc analyses were also conducted on all significant main effects for each QMTPS variable. The results revealed a significant difference (p ≤ .05) between groups on Number of Tasks, Type of Task, Student Response Appropriate to Task, Qualitative Cues Provided, Demonstration and Accuracy of Cues subcategories. A statistically significant differences was also found among subjects between lessons on Total Number of Tasks, Type of Task, Qualitative Cues Provided, Accuracy of Cues, Student Response Appropriate and Specific Congruent Feedback subcategories. The findings of this study revealed that instruction on effective teaching facilitated higher scores on the selected QMTPS measures. Specifically the teaching seminar with video self-analysis and reflection enhance peer teachers' performance on selected measure on selected measures of the QMTPS .