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Landers-Potts, Melissa; Grant, Linda

doi:10.1023/a:1009621000574

Cited by 5 publications

References 13 publications

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Cooperative group learning in a team game: role of verbal exchanges among peers

Lafont¹,

Proeres²,

Vallet

2007

Soc Psychol Educ

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Few studies concern cooperative learning in Physical Education (PE). The purpose of this experimental design was to analyze the role of verbal exchanges (discussions about the game) among peers within teams in a cooperative perspective. The participants were 17 boys and 13 girls from a French primary school (average age: 9.4 years). They were randomly assigned to two control and experimental groups. The study examined the effect of verbal exchanges on inter-personal relationships and on shooting and skill level in a team game of basketball (with adapted rules). Participants were videotaped during the games in the two groups and during discussions in the case of the experimental group. The experimental design took place during 10 physical education lessons. The results showed positive effects of discussions within each team on the skill level in the game at the deferred post-test. On the other hand, no effect was found on inter-personal relationships. These data strengthen previous findings in the theoretical cooperation framework and in the team sports domain.

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Cooperative group learning in a team game: role of verbal exchanges among peers

Lafont¹,

Proeres²,

Vallet

2007

Soc Psychol Educ

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Sustainable Marketing

Rajagopal¹

2015

The Butterfly Effect in Competitive Markets

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Cooperative Learning in Physical Education and Acceptance of Students with Learning Disabilities

André

Deneuve

Louvet

2011

Journal of Applied Sport Psychology

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This study examined the effect of cooperative learning on the acceptance of mainstream students with academic learning disabilities in physical education and the links between their athletic abilities and the acceptance by their regular counterparts. Eight sixth grade classes (M age = 11.8 years) practiced either in a cooperative learning structure (n = 105) or individual structure (n = 112). The sociometric rating scale technique (Frederickson & Furnham, 1998) was employed to assess acceptance. Results showed that cooperative learning positively influenced the acceptance of the disabled mainstream students by their peers; however, the disabled mainstream students' athletic abilities were related to acceptance only in the individual structure.

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Cited by 5 publications

References 13 publications

Cooperative group learning in a team game: role of verbal exchanges among peers

Cooperative group learning in a team game: role of verbal exchanges among peers

Sustainable Marketing

Cooperative Learning in Physical Education and Acceptance of Students with Learning Disabilities

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