ArticleFrontiers in psychology2026
A study of the effect of peer-led instruction on the improvement of swimming skills of university students.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Authors and funding
4 authors.
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Abstract
Background: Peer-led instruction has been increasingly adopted in physical education; however, empirical evidence regarding its effectiveness in improving specific aquatic motor skills remains limited, particularly in university swimming education. Methods: This quasi-experimental study examined the effects of peer-led versus traditional teacher-centred instruction on university students' 25-m breaststroke kicking performance over a 12-week intervention. A total of 80 s-year university students (19.6 ± 0.8 years; 40 males and 40 females) were included in the final analysis and allocated to either a traditional instruction group ( Results: Both groups showed significant improvements in breaststroke kicking performance over time. However, the peer-led group demonstrated greater improvement compared with the traditional group (12.5% vs. 8.3%, Conclusion: Structured peer-led instruction may be associated with greater improvements in breaststroke kicking performance and more positive learning experiences compared with traditional instruction in university physical education settings. These findings should be interpreted within the limitations of a quasi-experimental design.
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