Effects of Cooperative Learning on Performance of Sixth-Grade Physical Education Students

Abstract

The purpose of this investigation was to assess the effects of a cooperative learning strategy in physical education on academic learning time, the percentage of correct trials, the total number of trials, and correct trials. A cooperative learning strategy, Performer and Coach Earn Rewards (PACER), was implemented in a sixth-grade physical education class. Four children (two boys and two girls) participated. An ABAB withdrawal design was used to assess the effects of PACER during an 18-day unit of instruction. Functional relationships were demonstrated for the percentage of correct trials for all participants. Interestingly, low-skilled students performed as well as their average- and highly skilled counterparts.

The ecology of cooperative learning in a high school physical education Pprogramme

“…Evans (1990) commented that many forms of curriculum innovation emphasize the intellectual and cognitive elements of physical activity. For example, several physical educators have identified the importance of learning through the Tactical Games Model (Bunker & Thorpe, 1982;Mitchell, Oslin, & Griffin, 2003). The Tactical Games approach focuses on the "what to do" within the game context before the question of "how to do."…”

“…Grade eight and eleven students stated that CL encouraged participation, was fun, and allowed them to develop motor skills, strategies, and interpersonal skills. Barrett (2000) investigated the use of two CL structures, Performer and Coach Earn Rewards (PACER) and Jigsaw II in Physical Education (Jigsaw II-PE), in which the two roles of performer and coach were utilized in two grade six physical education classes. These strategies used three elements of CL: cooperative interaction (positive interdependence), individual accountability, and group contingency.…”

Percepciones hacia el aprendizaje cooperativo en estudiantes del Grado de Maestro

“…La revisión de la literatura nos ha permitido encontrar numerosas investigaciones que sugieren cómo el aprendizaje cooperativo contribuye a los éxitos académicos de los estudiantes y al fomento de aspectos tales como el desarrollo cognitivo, la metacognición, resolución de problemas, habilidades de trabajo en equipo, actitudes positivas hacia el aprendizaje, mejora de la autonomía, socialización y solidaridad de los estudiantes, mayor eficacia a la hora de conseguir aprendizajes propios de metodologías tradicionales así como el establecimiento de conexiones entre aprendizajes teóricos y prácticos (Barret, 2005;Casey, Dyson y Campbell, 2009;Kumaran, 2009;Law, 2011;Nam y Zellner, 2011;Pujolás, 2008;Yesilyurt, 2010).…”

Influence de la structuration de l’apprentissage coopératif sur les relations filles-garçons en éducation physique

“…En éducation physique, un certain nombre d'auteurs encouragent l'utilisation de l'apprentissage coopératif parce qu'il permet de développer des compétences sociales en plus des habiletés motrices (Barrett, 2000 ;Dyson, Linehan et Hastie, 2010). En effet, des études quantitatives ont montré les bénéfices de l'apprentissage coopératif sur les compétences sociales d'élèves âgés de 11-12 ans (Barett, 2000 ; En reprenant les principes de la méthode Learning together (Johnson, Johnson et Holubec, 1998), Dyson et Grineski (2001) identifient cinq éléments à prendre en compte pour mettre en place l'apprentissage coopératif en éducation physique : 1) la constitution de groupes hétérogènes ; 2) la réflexion critique sur le fonctionnement du groupe ; 3) les habiletés coopératives ; 4) l'interdépendance positive et 5) la responsabilité individuelle.…”