Résumé
This study examined the potential benefits of a peer tutoring program for tutors in a physical learning setting. Gender differences were also explored. Thirty-two college-age males and females identified as novices in a French boxing task were assigned in a 2 × 2, Gender × Training Type: Physical Practice (PP) versus Physical Practice associated with Peer Tutoring (PT) factorial design. All the participants were given six 2-hr French boxing lessons. The PT program included 6 min of peer coaching per lesson. Results indicated that the PT program entailed higher scores in boxing performance form, self-efficacy, interest-enjoyment, and personally controllable causal attributions and lower scores in tension-pressure. Males reported more certain expectancies and displayed higher performance outcomes than did females. Results are discussed in relation to the educational psychology literature.