Stability of childhood maltreatment self-reports: a systematic review and meta-analysis.

Peer-assisted learning and peer teaching models have been widely promoted as student-centred approaches that can enhance learning in school and university physical education. Through structured interaction with same-age or cross-age peers, students may receive more frequent feedback, increased opportunities for practice, and enhanced motivation compared with exclusively teacher-centred instruction (; ; ; ; ). Theoretical frameworks such as Self-Determination Theory () and Social Learning Theory () suggest that peer interactions enhance intrinsic motivation, observational learning, and skill acquisition, which is particularly relevant for motor skill development. Motor Learning Theory () further emphasizes structured practice and feedback for skill consolidation. Systematic reviews indicate that peer-led instruction interventions in physical education can improve motor skill performance, engagement, and psychosocial outcomes when properly structured (; ; ; ; ). Experimental studies have shown that formalised peer-assisted learning approaches can positively influence students’ motivation and skill acquisition (; ; ; ). Similar benefits of peer-standardised small-group teaching have also been reported in university first-aid training contexts (). Within the broader physical activity domain, research on peer-led instruction has examined how dyad composition and gender may shape learning processes. For example, analysed peer interaction modes in swimming skill learning and found that dyad type and gender influenced feedback behaviour and practice opportunities. These findings are further supported by studies highlighting structured peer interaction and teaching design in physical education contexts (; ; ; ).