Using Best Practices when Implementing the Cooperative-Learning Theory in Secondary Physical Education Programs

Walker, Emily R.; Johnson, Ingrid

doi:10.1080/08924562.2018.1465870

Cited by 8 publications

(7 citation statements)

References 4 publications

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“…It is common for new teachers to fall into the error of "more is better, " considering that many activities are necessary in order to generate more learning. In fact, the CL is characterized by a high component of group reflection, which means that in many cases the number of activities is not the most relevant element in the teacher's planning (Walker and Johnson, 2018). On the other hand, the participants in the study have reflected the frustration they felt when students were sometimes bored in class.…”

Section: Discussionmentioning

confidence: 99%

“Cooperative Learning Does Not Work for Me”: Analysis of Its Implementation in Future Physical Education Teachers

et al. 2020

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Cooperative learning (CL) is one of the pedagogical models that has had more application in the area of Physical Education (PE), being highly worked in the initial training of teachers. The aim of the study is to check to what extent future PE teachers are able to apply in the classroom the PE training they have received at university, deepening their fears, insecurities and problems when carrying it out. Thirteen future PE teachers (7 girls and 6 boys) aged 20.87 ± 1.43 participated and, after having been trained in CL in various subjects, applied it in the classroom during their internship. They were selected through purposeful non-probability sampling. A qualitative methodology was used, being the interviews, the teaching diaries and the seminars with the tutor the instruments of data collection used. Three categories of analysis were used: (a) initial expectations in the application of the CL; (b) problems encountered in its implementation; (c) reflection about its application in the future. The results showed how the future teachers did not see their expectations of success fulfilled, encountering resistance from both students and teachers in PE. Furthermore, they reflect the need to continue training in a model that has infinite nuances so that it can be implemented satisfactorily. It is necessary to continue researching a pedagogical model with so many possibilities in the area of PE and with so much transversality on a social level.

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Section: Discussionmentioning

confidence: 99%

“Cooperative Learning Does Not Work for Me”: Analysis of Its Implementation in Future Physical Education Teachers

et al. 2020

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“…They stress the importance that must be given, more than ever, to the work of emotions and the link with families. 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.…”

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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“…According to the participants, it was stated that the theoretical parts became more important as a result of the implementation of distance education in physical education and sports lessons, which have the characteristics of practice. In this sense, Walker and Johnson (2018) state that cooperation in physical education and sports should go beyond physical contact and emotional control and is an ideal teaching model for the acquisition of cognitive sides. In addition, the participants stated that with the distance education model, both students and teachers have made positive improvements in the use of educational technology.…”

Section: Discussionmentioning

confidence: 99%

Distance Education Experiences of Physical Education and Sports Teachers: Covıd-19 Pandemic

Esentürk¹,

Seçer²,

İlhan³

2021

anatoliasr

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Using Best Practices when Implementing the Cooperative-Learning Theory in Secondary Physical Education Programs

Cited by 8 publications

References 4 publications

“Cooperative Learning Does Not Work for Me”: Analysis of Its Implementation in Future Physical Education Teachers

“Cooperative Learning Does Not Work for Me”: Analysis of Its Implementation in Future Physical Education Teachers

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)

Distance Education Experiences of Physical Education and Sports Teachers: Covıd-19 Pandemic

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