Purpose: Jigsaw is a popular cooperative method, but its effect on students’ motivation in physical education (PE) remains uncertain. The purpose of this study was to estimate this Jigsaw effect and to explore whether the type of sport taught in PE modified this effect. Method: Overall, 136 middle-school students participated in two PE sequences in Jigsaw or control conditions, one in gymnastics and one in racket sports. These two types of sports were selected because they are frequently taught in PE and for their opposing characteristics. Students’ motivation was estimated during the third and sixth lessons of each sequence with a subjective measure, that is, situational interest; moderate to vigorous physical activity was added as an objective measure related to motivation. Results: Compared to control conditions, Jigsaw progressively enhanced moderate to vigorous physical activity and the novelty dimension of situational interest in gymnastics, whereas it undermined moderate to vigorous physical activity and the challenge dimension of situational interest in rackets. Discussion: We discuss the decisive role of the type of sport according to their characteristics when implementing Jigsaw.

The present study focused on researches using both psychological and physiological measurements in the context of physical education with a self‐determination framework. A total of 28 studies were selected and analyzed using types of measurements and their relations. This literature review was conducted to (a) establish the state‐of–the‐art of existing research using both types of measurement in the field of physical education, (b) discuss the effectiveness of each parameter considered in the selected studies, and (c) helping researchers to select the appropriate tools in their future studies by better understanding the relationships between each parameter using the SDT framework. This review highlights the fact that a combination of psychological and physiological assessments is needed to reach the most global understanding of physical activity engagement during PE classes and that this engagement mostly depends on students' motivations. Moreover, subjective motor engagement methods seem efficient for highlighting correlations between motivation and physical activity, when combined with the SDT framework. Some limitations and perspectives regarding the gender, the students, and the contextual variables have identified for future studies.

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Jigsaw is an attractive cooperative method for implementing physical education (PE). However, Jigsaw is a demanding method for students and teachers and requires time. Thus, the time required for the implementation of Jigsaw is important with respect to its potential effects on students. Previous findings regarding the effects of Jigsaw on students’ learning in the educational field have been inconsistent, and the consequences of the method on students’ engagement remain understudied. In PE, differences between boys and girls are well known, notably with respect to their engagement in physical activity (PA). The purpose of this study was to investigate the effect of Jigsaw on moderate to vigorous PA (MVPA) in PE classes in light of student sex and habituation (through one sequence and during several sequences). Overall, 254 secondary school students participated in the study. MVPA was measured during the third and sixth lessons of three different PE sequences during a school year. Linear mixed model analyses were performed while controlling for the type of activity taught in PE and the class. The results showed that the Jigsaw condition was associated with smaller sex differences than the control condition. Moreover, differences between the two conditions decreased with habituation through one sequence in favor of Jigsaw but not through three sequences. The results suggest that Jigsaw could be used to reduce inequalities between girls and boys in PE and that long sequences based on a specific activity seem to be preferable to successive sequences involving various activities.

IntroductionCooperative learning methods are particularly interesting for building more inclusive schools; however, they have not been widely implemented. Among cooperative learning methods, the Jigsaw strategy is attractive for teachers, as it seems to be easy to implement and follow its four-step teaching structure; in addition, this method is believed to improve students' socialization and learning. To identify the effects of the Jigsaw method accurately, a systematic review of studies that have tested the effects of this method on important student educational outcomes was proposed and completed using a meta-analytical approach.MethodsA total of 69 Jigsaw studies were analyzed, and three major outcomes were retained following inductive and deductive thematic analyses: learning (including achievement and motivation), social relations, and self- esteem (including academic self-esteem and social self-esteem). When possible, complementary meta-analyses were conducted to quantify the Jigsaw effects on achievement (n = 43), motivation (n = 5), social relations (n = 4), and academic self-esteem (n = 4).ResultsThe primary results of our review focused on the inconsistency of Jigsaw effects and the high degree of variability among studies with regard to all retained student educational outcomes (i.e., achievement, motivation, social relations, and academic self-esteem) with the exception of social self-esteem, for which only three studies concluded that the Jigsaw method had positive effects. Moreover, homogeneous results were observed within studies. Our review highlights several factors that may explain this variability among studies: the sample size, the diversity of students in the classroom, and the type of content taught.DiscussionThe moderating roles of these factors must be tested empirically, as they suggest ways of implementing the Jigsaw method more efficiently.

En éducation physique (EP), les élèves travaillent rarement seuls. La coopération propose d’utiliser le collectif d’élèves pour favoriser les apprentissages et, en même temps, développer leurs compétences sociales et des relations positives au sein de la classe. Le Jigsaw est une méthode visant à faire coopérer les élèves qui peut être implémentée quel que soit le contenu enseigné. Cependant, certaines activités physiques (AP) semblent plus propices que d’autres à cette implémentation afin que le Jigsaw produise les effets escomptés. Nous identifions ici ces problèmes d’articulation entre la nature de l’AP enseignée et le Jigsaw. Ces doutes sont confirmés par notre étude récente montrant que le Jigsaw peut produire des effets positifs ou négatifs selon la nature de l’activité support à l’enseignement. Ainsi, si le Jigsaw peut être une méthode utile, sa mise en œuvre doit attentivement prendre en compte la nature de l’AP support à l’enseignement.

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Rendre les élèves compétents en éducation physique (EP) est l’une des missions et préoccupations de l’enseignant. Diverses stratégies pédagogiques sont envisageables pour engager les élèves, les faire apprendre et les rendre plus compétents dans une activité particulière. Les méthodes d’apprentissage coopératif et notamment la méthode Jigsaw placent les élèves au centre de l’apprentissage. Les élèvessont à la fois apprenant et enseignant, ils participent à leur apprentissage et également à celui d’autrui. Cette méthode a fait ses preuves dans d’autres branches d’enseignement et actuellement, un travail de doctorat teste les effets de cette méthode en éducation physique. Les premiers résultats montrent l’efficacité de cette méthode dans différentes activités physiques, comme en athlétisme, en gymnastique ou encore en volleyball. Les élèves apprennent mieux, plus rapidement, et développent des compétences motrices, cognitives et sociales.