title: Evidence-based practice: a quality indicator analysis of peer-tutoring in adapted physical education.
abstract: The purpose of the research was to conduct a quality indicator analysis of studies investigating peer-tutoring for students with a disability in adapted physical education. An electronic search was conducted among English journals published from 1960 to November 2012. Databases included ERIC, PsycINFO, and SPORTDiscus. Fifteen research studies employing group-experimental (Gersten et al., 2005) or single-subject designs (Horner et al., 2005) met inclusion criteria. Each study was assessed for the presence and clarity of quality indicators. Group designs met an average of 62.5% essential and 69% desirable indicators. An average of 80% of indicators was present for single-subject designs. Results suggest claims of peer-tutoring being an evidence-based practice are premature. Recommendations for clarifying and applying the quality indicators are offered.
authors.affiliation: Department of Kinesiology and Physical Education, McGill University, Montreal, QC, Canada H2W 1S4.
authors.forename: Laura
authors.initials: L
authors.lastname: Kalef
authors.forename: Greg
authors.initials: G
authors.lastname: Reid
authors.forename: Cathy
authors.initials: C
authors.lastname: Macdonald
mesh_terms: D055317:Evidence-Based Practice / Q000592:standards*; D006801:Humans; D010379:Peer Group; D010806:Physical Education and Training / Q000379:methods* / Q000592:standards*
keywords: Adapted physical education; Evidence-based practice; Peer-tutoring; Quality indicators