Collaborative work and vertical articulation in Physical Education - Case Study

Abstract

Physical Education (PE) plays a fundamental role in the formation of children and young people in the Portuguese education system, where the critical age for the development of fundamental psychomotor learning coincides with the frequency of the elementary education. Collaborative work is referred to in the literature as a useful tool in the school context for the benefit of student learning. This type of work dynamic is not put into practice for various reasons, only materializing in the formal routines imposed by legislation. The present case study aimed to understand the perceptions of PE teachers about collaborative work and the implications it may have for the development of basic motor skills, considering the aspects of vertical articulation and co-teaching in PE. Validated questionnaires were applied to a total of 32 teachers. The results show that teachers valued collaborative work but perceived it as little accomplished. As for vertical articulation, the perceptions were very disparate. Co-teaching was highly valued, however, there is still some way to go for collaborative work to take place, helping to promote vertical articulation and effective co-teaching in the elementary education in PE.