Research on Cooperative Learning in physical education. Systematic review of the last five years.

Autor/inn/en	Bores-García, Daniel; Hortigüela-Alcalá, David; Fernandez-Rio, Francisco Javier; González-Calvo, Gustavo; Barba-Martín, Raúl
Titel	Research on Cooperative Learning in physical education. Systematic review of the last five years. Gefälligkeitsübersetzung: Forschung zum Kooperativen Lernen im Sportunterricht. Systematische Übersicht über die letzten fünf Jahre.
Quelle	In: Research quarterly for exercise and sport, 92 (2021) 1, S. 146-155 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0270-1367; 2168-3824
DOI	10.1080/02701367.2020.1719276
Schlagwörter	Erziehungswissenschaft; Empirische Forschung; Verhalten; Lehrer; Lehrer-Schüler-Relation; Lernen; Lernmotivation; Lernprozess; Motivation; Gruppenarbeit; Gruppenunterricht; Unterrichtsforschung; Schulsport; Sportpädagogik; Sportunterricht; Forschungsstand; Kooperation; Literaturübersicht
Abstract	Purpose: A systematic review of the research conducted on Cooperative Learning in Physical Education in the last 5 years (2014-2019). Method: Seven databases were used to select those articles that included information on the implementation of Cooperative Learning in the different educational stages. After the exclusion criteria, 15 articles were fully assessed based on eight criteria: (1) year and author; (2) country; (3) number of participants, educational level, and duration of implementation; (4) type of research; (5) curricular content; (6) purpose of the research; (7) most relevant results; and (8) learning environment. Results: Results showed how research focused more on secondary education, mainly in short-term interventions. Most studies used qualitative and/or mixed methods, and dealt evenly with sports, motor skills, and physical abilities, leaving body expression underrepresented. Regarding the goals of the studies, social learning was the most frequently assessed, focusing on motivation, group climate, and teacher-student interaction. Criticisms regarding the shortness of the experiences and their fragmentation can still be considered valid. Conclusion: This review can help researchers and practitioners conduct Cooperative Learning intervention programs in primary and secondary Physical Education. They must be rigorous when they claim that they implement this pedagogical model in schools. (Autor).
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2022/3