Secondary Peer Buddy Program in Physical Education

Abstract

Peer buddy programs, where peers with and without disabilities are engaged in coursework together, have demonstrated positive motor and social-emotional effects in school settings. Despite the positive effects demonstrated in research, there is limited information on starting a peer buddy program in physical education settings. This investigation provides information on navigating a peer buddy program and demonstrating the positive effects in an adapted physical education class in a high school setting. Purposive sampling was used to recruit 22 individuals who participated in the secondary peer buddy program (16 students with disabilities, 6 typically developing peers) for 20 weeks. The Peer Buddy PE Survey and Students with Disabilities PE Survey were conducted pre and post intervention. The data from the survey questions were analyzed using frequency analysis. Results indicated students with disabilities had an increased interest in participating in activities with their peers and an increased opportunity for peers greeting them at school. Results for peer buddies found a significant increase in participation in physical activity after the program, an increase of knowing their peers with disabilities, and awareness of disabilities after the program. Implementing and fostering peer buddy programs in physical education settings not only enhances social interaction and physical engagement but also promotes inclusivity and understanding among students with and without disabilities.