Peer-modeling is considered as an effective strategy which may encourage exercise
participation among individuals with ID (Stanish & Temple, 2012). In addition, the improved exercise engagement is
associated with the degree of self-efficacy in sport-related activities (Hutzler
& Korsensky, 2010). For
parents and teachers, we cannot neglect the effect of peer-modeling which
facilitates observational learning as proposed by Social Cognitive Theory. A recent
study by Stanish and Temple
(2012) supports this perspective that peer partner provided a reciprocal
support and improved the exercise participation.
Another example (see: Peer modeling in students with autism) is attached to present the effect of peer modeling in school.
When we plan an exercise
program, to build up a network of workout buddy may be needed, particularly for individuals with ID. In Texas Woman’s
University, the Adapted Physical Activity Lab offers volunteer opportunities
for college students to provide assistance for the motor & aquatic activities.
If you are interested in volunteering, you should email me at CPan@twu.edu
References
Hutzler, Y., & Korsensky,
O. (2010). Motivational correlates of physical activity in persons with an intellectual
disability: A systematic literature review. Journal of Intellectual
Disability Research, 54(9), 767-786.
Stanish, H.
I., & Temple, V. A. (2012). Efficacy of a peer-guided exercise programme
for adolescents with intellectual disability. Journal of Applied Research in
Intellectual Disabilities, 25(4), 319-328. doi:
10.1111/j.1468-3148.2011.00668.x
