The ecology of cooperative learning in a high school physical education Pprogramme

Dyson, Ben; Strachan, Kevin

doi:10.15663/wje.v10i1.335

Cited by 24 publications

(36 citation statements)

References 30 publications

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“…Quantitative (3 studies), Qualitative (4 studies) and, mixed method designs (2 studies) reported on the improvements made by students in this aspect of physical education (Barrett, 2005;Darnis & Lafont, 2013;Dyson, 2002Dyson, , 2001Dyson et al, 2010;Dyson & Strachan, 2000, 2004Lafont et al, 2007).…”

Section: Academic Learningmentioning

confidence: 99%

“…Since the early empirical work in physical education by Dyson and Strachan (2000), there has been an increase in the international breadth and scope of research in this area.…”

mentioning

confidence: 99%

“…Perhaps influenced by Dyson's earlier application of the conceptual approach, these five elements have been positioned as a central pentagonal scaffold, which supports, facilitates, and deepens the achievement of the four learning outcomes (i.e. physical, social, cognitive, and affective) of physical education (Dowler, 2012;Dyson & Strachan, 2000;Lafont, 2012).…”

mentioning

confidence: 99%

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Can Cooperative Learning Achieve the Four Learning Outcomes of Physical Education? A Review of Literature

Casey

Goodyear

2015

Quest

205

156

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Section: Academic Learningmentioning

confidence: 99%

“…Since the early empirical work in physical education by Dyson and Strachan (2000), there has been an increase in the international breadth and scope of research in this area.…”

mentioning

confidence: 99%

mentioning

confidence: 99%

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Can Cooperative Learning Achieve the Four Learning Outcomes of Physical Education? A Review of Literature

Casey

Goodyear

2015

Quest

205

156

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“…In the same school district at the high school level, Dyson and Strachan (2000) reported that a physical education teacher believed cooperative learning helped her meet the following goals: developing motor skills, developing game strategies, actively participating, respecting one's peers, accepting responsibility, and improving communication skills. Students in Grades 8 and 11 stated that cooperative learning encouraged participation, was fun, and allowed them to develop motor skills and interpersonal skills.…”

Section: Cooperative Learning In Physical Educationmentioning

confidence: 99%

Cooperative Learning as Formative Approach in Physical Education for All

Munafo¹

2016

IntJSCS

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“…La idea predominante ha sido destacar las bondades de un entorno cooperativo frente al competitivo o el individualista, ya que con ello se conseguirían mejores resultados en las clases (Dyson y Strachan, 2000).…”

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Las preferencias participativas del profesorado de educación física en su actividad profesional

et al. 2016

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Resumen: Los entornos colaborativos han sido promocionados como la mejor solución a los problemas que la actividad docente puede presentar independientemente de las preferencias personales de los profesores. El objetivo del estudio es desarrollar una escala de preferencias de interacción social en el entorno laboral para los profesores de educación física, partiendo de la Escala GR de Ruiz et al. (2010), así como evaluar su equivalencia de medida en profesores con diferentes años de experiencia docente y entre hombres y mujeres, utilizando el análisis factorial confirmatorio multigrupo. En este estudio participaron 1413 profesores españoles. La escala final quedó constituida por las 4 cuatro dimensiones originarias: Cooperación, Competición, Individualismo y Afiliación que explicaron un 66.43% de la varianza y presentaron valores elevados de consistencia interna. Por otro lado, los resultados indican una equivalencia factorial estricta. Los profesores con más años de experiencia prefieren escenarios de trabajo más individualistas y cooperativos que aquellos con menor experiencia y los hombres tienen preferencias más individualistas y competitivas, mientras que las mujeres tienen mayor orientación cooperativa. Palabras clave: Interacción social; Medición de la invarianza; Análisis factorial confirmatorio; Educación física; Profesorado. Title:The physical education teachers' participative preferences in their professional activity. Abstract: Nowadays the collaborative learning environments have been promoted by the physical education teachers as the best way for decreasing teaching problems independently of teachers' personal achievements. The aim of the present study was to develop a scale for physical education teachers about social interactions preferences in the workplace environment. Based on the scale GR developed by Ruiz et al. (2010), the multisample confirmatory factor analysis was used to assess the equivalence measure between years of experience and gender. The participants were 1413 Spanish physical education teachers. The final scale was composed of the 4 initial dimensions: cooperation, competition, individualization, and affiliation. The four dimensions accounted for 66.43% of the total variance, and showed high values of internal consistency. Also, the results pointed out a strict factorial invariance. Finally, the results showed that the more experienced teachers prefer individualized and competitive workplace environments than the less experienced ones, and on the other hand, men's teachers were more individualistic and competitive compared with women's teachers whom prefer cooperative orientations in the workplace environment.

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The ecology of cooperative learning in a high school physical education Pprogramme

Cited by 24 publications

References 30 publications

Can Cooperative Learning Achieve the Four Learning Outcomes of Physical Education? A Review of Literature

Can Cooperative Learning Achieve the Four Learning Outcomes of Physical Education? A Review of Literature

Cooperative Learning as Formative Approach in Physical Education for All

Las preferencias participativas del profesorado de educación física en su actividad profesional

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