Research on Cooperative Learning in Physical Education: Systematic Review of the Last Five Years

Bores-García, Daniel; Hortigüela-Alcalá, David; Fernández-Río, Javier; González-Calvo, Gustavo; Barba-Martí­n, Raúl A.

doi:10.1080/02701367.2020.1719276

Cited by 96 publications

(70 citation statements)

References 47 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Working in a group is not the same as proposing team activities where the five keys elements that make up CL can converge. This fact was confirmed by the two most recent literature reviews conducted on CL in physical education [16,17].…”

Section: Introductionsupporting

confidence: 62%

“…The systematic review conducted by [17] analyzed 27 different studies, but only six confirmed the fulfilment of the five structural elements essential in CL. On the other hand, the systematic review by [16], which also filtered all identified studies according to this same premise, uncovered a total of 15 eligible documents for review. Thus, we can confirm that 21 CL studies related to CL in physical education are currently available.…”

Section: Introductionmentioning

confidence: 99%

“…Nevertheless, it was observed that a lower number of studies have been conducted on the affective and emotional dimensions of CL. Despite the importance of emotions and the incredibly relevant role they play in learning, the connection between CL and emotional intelligence (EI) has received scant attention by researchers [16,17]. Introduced by [28], the term emotional intelligence refers to the capacity to learn and manage emotions in order to channel them in a positive way.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Linking Cooperative Learning and Emotional Intelligence in Physical Education: Transition across School Stages

Rivera-Pérez

Barco

Fernández-Río

et al. 2020

IJERPH

Self Cite

View full text Add to dashboard Cite

The present research had two complementary aims: (a) to examine the associations between cooperative learning (CL) and emotional intelligence (EI) in physical education (PE) and (b) to explore and compare the use of CL in PE in primary education (PED), secondary education (SED) and baccalaureate (BA). A total of 1332 students (682 males, 650 females) took part in the study. All participants were aged between 10 and 20 years old (M = 13.09; SD = 2.47) and belonged to 13 different schools in Southwest Spain. They completed the cooperative learning questionnaire (CLQ), referring to the PE classes, in addition to the emotional intelligence questionnaire in physical education (EIQPE). Positive and significant associations were found between CL and EI in all school stages. In addition, moderately strong associations were uncovered between CL and the different dimensions of EI: emotional recognition, emotional control and regulation and emotional empathy. Participants belonging to classrooms with larger cooperation indices presented higher levels of EI. Results also highlighted a greater use of CL in PE classes during the PED stage in comparison to the SED and BA stages. These outcomes are discussed in light of the existing literature and methodological implications are derived for teaching PE. The use of CL in PE is recommended because of its positive contribution to the affective domain through IE. This will be especially important during the SED and BA stages, where lower rates of CL were observed.

show abstract

Section: Introductionsupporting

confidence: 62%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Linking Cooperative Learning and Emotional Intelligence in Physical Education: Transition across School Stages

Rivera-Pérez

Barco

Fernández-Río

et al. 2020

IJERPH

Self Cite

View full text Add to dashboard Cite

show abstract

“…Accordingly, it is possible to hypothesize that a similar process may happen in the subject of physical education. In fact, a recent systematic review of cooperative learning in physical education [23] has showed that of the four types of outcomes, social learning has been the most frequently assessed in the last five years, focusing on the relationships between teachers and students and motivation.…”

Section: Introductionmentioning

confidence: 99%

Effects of Cooperative-Learning Interventions on Physical Education Students’ Intrinsic Motivation: A Systematic Review and Meta-Analysis

Fernández-Espínola

Robles

Collado-Mateo

et al. 2020

IJERPH

View full text Add to dashboard Cite

The aim was to review the effects of cooperative learning interventions on intrinsic motivation in physical education students, as well as to conduct a meta-analysis to determinate the overall effect size of these interventions. The PRISMA guidelines were followed to conduct this systematic review and meta-analysis. The PEDro Scale was used to assess the risk of bias and the GRADE approach was used to evaluate the quality of the evidence. A total of five studies fulfilled the inclusion criteria and they were included in the meta-analysis. Effect size for intrinsic motivation of each study was calculated using the means and standard deviations of the Perceived Locus of Causality Scale (PLOC) before and after the intervention. The overall effect size for intrinsic motivation was 0.38 (95% CI from 0.17 to 0.60) while the heterogeneity was large. Although four of the five studies reported significant within-group improvements in intrinsic motivation, only three studies showed significant between-group differences in favor of the experimental group. The findings showed that program duration and participant age may be relevant factors that must be considered by educators and researchers to conduct future effective interventions. Cooperative learning interventions could be a useful teaching strategy to improve physical education students’ intrinsic motivation. However, given the large heterogeneity and the low quality of the evidence, these findings must be taken with caution.

show abstract

“…This fact has meant a constant rethinking in the teaching staff of all its processes in order to establish that relationship between interest and learning. Thus, in recent years, we have not only verified the evolution in the way of conceiving the methodological approaches [1][2][3][4][5][6] but we have also witnessed the (re)emergence and transformation of methodologies, pedagogical models or learning strategies [7][8][9][10][11][12][13][14][15][16][17][18] through which to obtain greater commitment of students in accomplishing their own academic achievements [19,20]. The teachers have thus tried to find the best methodological and pedagogical options for their students in order to achieve effective learning towards which they feel motivated.…”

Section: Introductionmentioning

confidence: 99%

Conceptual Analysis of Influential Factors in the Motivation and Involvement of the University Student towards the Assessment in Physical Education

et al. 2020

Self Cite

View full text Add to dashboard Cite

The involvement of university students in their own assessment leads to motivation towards learning. The aim of this study is twofold. The first aim is to analyze the factors of evaluation in Physical Education that generate motivation and involvement. To do this, we have discussed five factors: (1) to generate awareness of what is being learned; (2) to delimit the deadlines in the development of tasks; (3) to associate it with the development of competencies; (4) to apply it in a variety of contexts and tasks; and (5) to allow reflection on the teaching and learning process. The second aim, based on the previous one, tries to delimit strategies to implement a quality evaluation in the university classrooms. Five strategies have been analyzed: (1) triadic assessment; (2) grade distribution; (3) collaborative creation of instruments; (4) elaboration of formative questions; and (5) use of apps. Finally, a series of reflections are proposed to put into practice the formative and shared assessment as opposed to the traditional evaluation. This manuscript is a substantial contribution to the existing literature, as it serves as a clear guide for university teachers to implement this type of assessment in the classroom, generating student motivation and transferability of their learning.

show abstract

Research on Cooperative Learning in Physical Education: Systematic Review of the Last Five Years

Cited by 96 publications

References 47 publications

Linking Cooperative Learning and Emotional Intelligence in Physical Education: Transition across School Stages

Linking Cooperative Learning and Emotional Intelligence in Physical Education: Transition across School Stages

Effects of Cooperative-Learning Interventions on Physical Education Students’ Intrinsic Motivation: A Systematic Review and Meta-Analysis

Conceptual Analysis of Influential Factors in the Motivation and Involvement of the University Student towards the Assessment in Physical Education

Contact Info

Product

Resources

About