Cooperative Learning in Physical Education and Its Effects on Student Reading Comprehension Scores

Tiberi, Stephen; Marti, Ismael Flores; Laughlin, Michael K.

doi:10.18666/tpe-2020-v77-i2-9200

Cited by 3 publications

(1 citation statement)

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“…In this sense, Walker and Johnson (2018) indicate that cooperation in PE must go far beyond physical contact and emotional control, and that it is an ideal teaching model for the acquisition of cognitive aspects and the promotion of reflection. Along these lines, studies such as that by Tiberi, Flores and Laughlin (2020) show how the creation of social links between students through cooperative learning in Secondary Education made it possible to increase reading comprehension scores. Physical experiences are a clear trigger for students' state of mind, which must be addressed by teachers to try to connect with them and understand their reality (Papageorgaki, 2018).…”

Section: Discussionmentioning

confidence: 99%

Physical Education in the COVID-19 context. A tale from teachers of different educational stages (La Educación Física en el contexto COVID-19. Un relato de profesores de diferentes etapas educativas)

Hortigüela-Alcalá¹,

Hernando-Garijo²,

Pérez-Pueyo³

2021

Retos

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The way in which Physical Education (PE) is conceived has changed radically in a matter of months. This means that the professional identity of the teaching staff has had to be reconstructed and adapted to an unprecedented situation. The aim of this study is, under the theory of teaching identity and professional reconstruction, to contrast how three groups of teachers from different educational stages teach PE with COVID 19, analyzing the adaptations made in the classroom. Five university teachers, seven school teachers and eight future teachers took part. A qualitative analysis was employed, using reflective journals and discussion groups as data collection instruments. Three categories of analysis were used: a) reconfiguration of the purpose of the subject; b) reconstruction of professional identity; c) main limitations of teaching and solutions found. The results show how teachers in the three educational stages agree on the negative implications of teaching the subject with physical distance. University teachers stress the need to reconsider the aims of the subject in order to adapt to this new situation, while school teachers admit to being very limited on the content to be taught. For their part, the future teachers express great insecurity about being able to apply what they have been taught throughout their university training. It is considered essential to continue researching and reflecting on the evolution of PE teaching in the situation of COVID 19, as well as the curricular and educational role that it should continue to play. Resumen. La forma de concebir la educación física ha cambiado radicalmente en cuestión de meses. Esto hace que la identidad profesional del profesorado haya tenido que reconstruirse y adaptarse a una situación inédita. El objetivo de este estudio es, bajo la teoría de la identidad docente y la reconstrucción profesional, contrastar cómo tres grupos de profesores de diferentes etapas educativas enseñan Educación Física con la COVID 19, analizando las adaptaciones realizadas en el aula. Participaron cinco profesores universitarios, siete profesores de escuela y ocho futuros profesores. Se empleó un análisis cualitativo, utilizando diarios de reflexión y grupos de discusión como instrumentos de recogida de datos. Se utilizaron tres categorías de análisis: a) reconfiguración del propósito de la asignatura; b) reconstrucción de la identidad profesional; c) principales limitaciones de la enseñanza y soluciones encontradas. Los resultados muestran cómo los profesores de las tres etapas educativas coinciden en las implicaciones negativas de la enseñanza de la asignatura con distancia física. Los profesores universitarios destacan la necesidad de reconsiderar los objetivos de la asignatura para adaptarse a esta nueva situación, mientras que los profesores de la escuela admiten estar muy limitados en cuanto a los contenidos a impartir. Por su parte, los futuros profesores manifiestan una gran inseguridad para poder aplicar lo que se les ha enseñado a lo largo de su formación universitaria. Se considera imprescindible seguir investigando y reflexionando sobre la evolución de la enseñanza de la educación física en la situación de la COVID 19, así como el papel curricular y educativo que debe seguir desempeñando.

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Section: Discussionmentioning

confidence: 99%

Physical Education in the COVID-19 context. A tale from teachers of different educational stages (La Educación Física en el contexto COVID-19. Un relato de profesores de diferentes etapas educativas)

Hortigüela-Alcalá¹,

Hernando-Garijo²,

Pérez-Pueyo³

2021

Retos

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The association between physical education and academic achievement in other curriculum learning areas: A review of literature

Lambert

Ford

Jeanes

2022

Physical Education and Sport Pedagogy

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Cooperative learning in physical education lessons - literature review

Zach,

Shoval,

Shulruf

2023

Front. Educ.

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Cooperative learning in physical education classes is perceived as beneficial. The aim of this article was to examine whether field studies that include cooperative learning in their physical education intervention programs provide applicable data—to allow teachers to choose the optimal teaching strategy in line with their teaching goals. A systematic review of 44 research studies, published between 2000 and 2020, was conducted. Data related to teaching strategies and outcomes were compiled and discriminant function analysis was conducted, to classify the articles according to positive outcomes reported/not reported. Our results suggest a partial association between a range of cooperative teaching strategies (including Jigsaw, Learning Team, Complex, and Complex Instruction, as well as the cooperative learning model and combined strategies) and learning outcomes in four domains (social, physical, affective, and cognitive). Our literature review reveals that while the published data is valuable, additional research is needed to complete the picture.

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Cooperative Learning in Physical Education and Its Effects on Student Reading Comprehension Scores

Cited by 3 publications

References 0 publications

Physical Education in the COVID-19 context. A tale from teachers of different educational stages (La Educación Física en el contexto COVID-19. Un relato de profesores de diferentes etapas educativas)

Physical Education in the COVID-19 context. A tale from teachers of different educational stages (La Educación Física en el contexto COVID-19. Un relato de profesores de diferentes etapas educativas)

The association between physical education and academic achievement in other curriculum learning areas: A review of literature

Cooperative learning in physical education lessons - literature review

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