Learning Dance in PATHFIT 1 and 2: Experiences of Peer Tutoring

This study examined the lived experiences and perceptions of college students regarding the use of peer teaching in learning dance routines in PATHFIT 1 and 2 classes at Biliran Province State University (BiPSU). Using a qualitative approach grounded in phenomenological descriptions, this study aimed to understand the forms of experience students had with peer teaching in a performance-based Physical Education setting and how these experiences informed the formulation of a contextualized instructional framework. Twelve (12) participants of PATHFIT courses, for this study, were purposely selected and participated in structured in-depth interviews. Data were examined using the seven-step phenomenological method of Colaizzi, which included identifying significant statements, formulating meaning, clustering themes, and validating findings through member checking. The results of the analysis produced five synthesized themes: (1) peer teaching promoted understanding and skills development; (2) peer teaching promoted a supportive and collaborative learning environment; (3) peer teaching fostered confidence, leadership, and personal development; (4) peer teaching demanded preparation, structure, and guidance from an instructor; and (5) peer teaching aided in creating meaningful and engaging learning experiences. These findings underscore the multidimensional nature of peer teaching in supporting collaborative learning, active participation, and skill development in teaching dance. Based on the thematic outcomes, a Peer Teaching Dance Routine Training Program for PATHFIT 1 and 2 was created to provide a structure for implementing peer-teaching strategies in dance classes. The matrix translated students' lived experiences into practical instructional components that advanced students' understanding of choreography, collaborative rehearsal, leadership development, and reflection on learning in performance-based Physical Education.