Exploring the benefits of peer-tutoring in physical education among high school students with intellectual disability

Background. The purpose of this study was to explore possible benefits of a peer-tutored physical education program (PTPE) in comparison with school physical education (SPE) in high school students with ID. Method. Nineteen students with ID (15 boys, mean age 17.4 ± 1.7 years) were monitored during three PTPE and three SPE classes. A factorial RM-ANOVA was used to test differences on objective measured physical activity, enjoyment and exertion during the two conditions, considering participants’ weight condition as independent factor. Results. During PTPE, participants reported higher light intensity physical activity, higher enjoyment and exertion than during SPE. Participants with overweight showed less inactive time and higher light intensity physical activity during PTPE than during SPE. Conclusions. The peer-tutored program resulted beneficial for adolescents with ID, particularly for those in overweight condition.