Cooperative Learning as Formative Approach in Physical Education for All

Munafo, Carmelo

doi:10.14486/intjscs513

Cited by 4 publications

(3 citation statements)

References 35 publications

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“…Some cited the opportunity to learn about content, others about methodologies while others appreciated being able to see aspects that worked as well as those that did not work well. The PSTs were learning through decision-making, critical thinking, and problem solving in authentic and real situations (Munafo, 2016) illustrating clear links to principles of constructivism discussed earlier: 'I did not realise how much benefit watching my peers teaching would have on me and my teaching' (Wk1-BA). On management of lessons one PST reported: I learnt that organization of lessons is an important factor in ensuring the smooth running of the lesson.…”

Section: How Psts Learnedmentioning

confidence: 79%

Primary field experiences: Critical for primary generalist physical education teachers?

Murphy

Marron

Coulter

2021

European Physical Education Review

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Generalist primary teachers teach physical education in many countries, and their preparation has been the subject of attention internationally. While they undertake field experiences as part of their preparation to teach, it is unclear how much of their teaching is focused on physical education. Reflective practice is recognised as a significant element of their preparation (Korthagen, 2014) with a view to improving practice. The focus of this study is on field experiences and reflective practice of a cohort of generalist primary pre-service teachers (PSTs) ( N=25). This study is a qualitative descriptive study. Data analysed were written reflections chosen because they were considered a powerful professional learning tool. The reflections focused on a particular field experience that consisted of teaching physical education supported by their peers and teacher educators. Findings of the study reveal that the PSTs appreciated the learning environment provided by the field experience, characterised by dialogue, support and encouragement. They saw merit, relevancy and meaningfulness in the experience prior to embarking on it, where both anxiety and excitement were highlighted. While their learning focused on lesson planning, resource management and class organisation, they wrote of learning from observing their peers teaching, from co-teaching and from receiving feedback from teacher educators and peers. They identified the potential to build on this experience within their future evaluated experiences. The focus on physical education within a particular field experience is significant in building the confidence and competence of PSTs.

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Section: How Psts Learnedmentioning

confidence: 79%

Primary field experiences: Critical for primary generalist physical education teachers?

Murphy

Marron

Coulter

2021

European Physical Education Review

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“…Entre las ventajas están las siguientes: fomenta la interacción, potencia la autonomía e independencia, promueve el desarrollo de destrezas complejas de pensamiento crítico, ayuda en el desarrollo socioafectivo, contribuye a reducir la violencia en la escuela, entre otras (Pérez, 2010) Es necesario recalcar que existen diversas investigaciones que resaltan la importancia de implementar el AC en educación física (Velázquez, 2018). Este sirve para promover el aprendizaje motor (André, 2012;Bähr, 2010); desarrollar habilidades socio afectivas (Fernández-Rio, & Méndez-Giménez, 2015); mejora el compromiso de los jóvenes con la educación física y su participación (Goodyear, Casey, & Kirk, 2014); promueve un ambiente de tolerancia y respeto a la diversidad (Enríquez, Mera, & Castro, 2016); favorece la inclusión del alumnado con capacidades distintas (Heredia & Duran, 2013;Munafo, 2016); motiva a los estudiantes hacia la práctica motriz (Barba, 2015); permite incorporar el desarrollo de un segundo idioma a través de la educación física (Coral & Lleixà, 2015); aumenta la participación de un evento deportivo no competitivo (León, Gamonales, Gómez-Carmona, Leal-Bello & Muñoz-Jiménez, 2019); puede tratarse cualquier bloque de contenidos de la educación física (Navarro-Paton, Rego & García, 2017), entre otras cosas, y que a su vez ayudan al desarrollo de las competencias que necesitan los y las estudiantes. Debido a las ventajas mencionadas, se deduce que el AC es un método de trabajo extremadamente útil y provechoso si se utiliza en educación física (Herrero-González, López-Pastor & Manrique-Arribas,2020; .…”

Section: El Ac En Educación Físicaunclassified

Uso del aprendizaje cooperativo en educación física y su relación con la responsabilidad individual en estudiantes del nivel secundario (Use of cooperative learning in physical education and its relationship with individual responsibility in high school

Guillén

Sandoval²

2022

Retos

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El presente artículo tiene como objetivo comparar el uso del aprendizaje cooperativo en la clase de educación física del nivel secundario de dos centros educativos y verificar su relación con la responsabilidad individual. El estudio fue cuasiexperimental, solo con post test. Después de confirmar las características psicométricas del Cuestionario de Aprendizaje Cooperativo, se hicieron comparaciones de los puntajes obtenidos en las escalas del cuestionario entre el grupo experimental y el grupo control. La hipótesis planteada fue que los participantes del grupo experimental obtendrían puntuaciones más altas que los del grupo control en el factor Responsabilidad Individual. Los participantes del grupo experimental fueron 104 estudiantes, quienes participaron en una unidad didáctica cooperativa y luego llenaron el cuestionario. Los participantes del grupo control fueron 154 estudiantes, quienes no participaron de una unidad didáctica cooperativa, pero sí llenaron el cuestionario. Para poder validar las escalas del cuestionario se realizó un Análisis Factorial Confirmatorio (AFC) con el software Amos 22 para comprobar que se mantenían los 5 factores propuestos originalmente. Encontrando como resultado que las medias de puntuaciones en el cuestionario siempre fueran más altas en el grupo experimental. Como era de esperar, la única diferencia estadísticamente significativa fue encontrada en el factor Responsabilidad Individual. Lo cual lleva a la conclusión de que, las clases cooperativas sí mejoraron notablemente una competencia necesaria para un mejor aprendizaje. Abstract. The objective of this article is to compare the use of cooperative learning in the physical education class at the high school level of two educational centers and to verify its relationship with individual responsibility. The study was quasi-experimental, with post-test only. In addition to confirming the psychometric characteristics of the Cooperative Learning Questionnaire we compared the scores obtained on the scales of the questionnaire between the experimental group and the control group. The expected hypothesis was that the participants in the experimental group would obtain higher scores than those in the control group on the Individual Responsibility factor. The participants of the experimental group were 104 students, who participated in a cooperative teaching unit and then filled out the questionnaire. The control group participants were 154 students, who did not participate in a cooperative teaching unit but did fill out the questionnaire. To validate the questionnaire scales, a Confirmatory Factor Analysis (CFA) was performed with the Amos 22 software to verify that the 5 originally proposed factors were maintained. As a result, we found that the mean scores in the questionnaire were always higher in the experimental group. As expected, the only statistically significant difference was found in the Individual Responsibility factor. This leads to the conclusion that cooperative classes did significantly improve one necessary skill for better learning.

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“…Based on existing literatures, the use of CL in the classroom contributes to higher academic performance (Meng, 2017;Najmonissa & Saad, 2017;Santos Rego et al, 2018;Nejad & Keshavarzi, 2015), certain degree of motivation (Indriwati, et al, 2019;Cornelius-Ukpepi, Aglazor & Odey, 2016), increased socializations (Munafo, 2016;Gillies, 2016), enhanced positive relationships and psychological health (Cornelius-Ukpepi et al, 2016;. These results are signs of human beings' social nature and their ability to maximize optimum cognitive potentials.…”

Section: The CL Traditionsmentioning

confidence: 99%

Indigenizing and contextualizing the use of cooperative learning strategies

Inocian

Cabarrubias-Dapat

Pacaña

et al. 2019

JRPPTTE

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Exploring the indigenous Cebuano cultural practices contextualizes a culture-based Cooperative Learning (CL) strategy. The study explored the socio-cultural background of Cebuano cooperation as reflected in the communal practices of the tagay, alayon, yayong, tambayayong, and unong (TAYTU); the process of localized cooperative learning strategies contextualized in the TAYTU; designing lesson exemplars in the TAYTU way. This qualitative study used a directive content analysis design using relevant research findings and initial codes that serve as bases of future projections, as a form of trend studies in CL strategies. The exploratory design was used to provide visualization of TAYTU exemplars. FGDs were conducted among the 60 research participants: alayon farmers (20), tambayayong fishermen (20) and male-drinkers (20), using enumeration sampling and inclusion criteria to establish the socio-cultural background of the study. The indigenous identities of the Cebuano cultural practices bridge a potential exploration of the localized and contextualized CL strategies in realizing the noble aim of malasakit in the Philippines' AmBisyon Natin 2040. Catharsis in tagay; togetherness and unity of command in alayon; sensibility and sensitivity in yayong; sharing of extreme emotions in tambayayong; and intimacy and solidarity in unong featured a socio-cultural background necessitated in the crafting of the TAYTU Models of CL Teaching exemplars.

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Cooperative Learning as Formative Approach in Physical Education for All

Abstract: The purpose of this article was to explore Cooperative Learning as a promising approach for

Cited by 4 publications

References 35 publications

Primary field experiences: Critical for primary generalist physical education teachers?

Primary field experiences: Critical for primary generalist physical education teachers?

Uso del aprendizaje cooperativo en educación física y su relación con la responsabilidad individual en estudiantes del nivel secundario (Use of cooperative learning in physical education and its relationship with individual responsibility in high school

Indigenizing and contextualizing the use of cooperative learning strategies

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