TITLE

Effects of Cooperative Learning on Performance of Sixth-Grade Physical Education Students

AUTHOR(S)
Barrett, Tim
PUB. DATE
January 2005
SOURCE
Journal of Teaching in Physical Education;Jan2005, Vol. 24 Issue 1, p88
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
The purpose of this investigation was to assess the effects of a cooperative learning strategy in physical education on academic learning time, the percentage of correct trials, the total number of trials, and the number of correct trials. A cooperative learning strategy, PACER (Performer and Coach Earn Rewards), was implemented in a sixth-grade physical education class. Four children (two boys and two girls) participated. An ABAB withdrawal design was used to assess the effects of PACER during an 18-day unit of instruction. Functional relationships were demonstrated for the percentage of correct trials for all participants. Interestingly, low-skilled students performed as well as their average- and highly skilled counterparts.
ACCESSION #
15764948

 

Related Articles

  • EFFECTS OF PROBLEM-SOLVING AND COOPERATIVE LEARNING STRATEGIES ON SENIOR SECONDARY SCHOOL STUDENTS' ACHIEVEMENT IN PHYSICS.  // Journal of Theory & Practice in Education (JTPE);2010, Vol. 6 Issue 2, p235 

    No abstract available.

  • Use Team Charters to Improve Group Assignments.  // Teaching Professor; 

    The article discusses the use of team charters among students to improve their group assignments. It references the article "Groups Meet ... Teams Improve: Building Teams That Learn" by J. Hillier and colleagues, published in the 37th issue of the "Journal of Management Education." Topics...

  • Will it Float? Major, Jeff // Science Scope;Oct2006, Vol. 30 Issue 2, p22 

    The article focuses on the preconceived notions of middle level students concerning the reasons why matter floats or sinks in the U.S. According to the author, most students made the correct predictions about floating and sinking, however, they are unfamiliar with particle theory or density...

  • Mainstreaming and Cooperative Learning Strategies. Johnson, David W.; Johnson, Roger T. // Exceptional Children;Apr1986, Vol. 52 Issue 6, p553 

    There are three ways in which student-student interaction may be organized for mainstreaming. Of the three, cooperation is the only instructional strategy congruent with the goals of mainstreaming. The essential elements of cooperation learning and the specific actions teachers need to take to...

  • Collegiality in the classroom: The use of Peer Learning Assistants in cooperative learning in... Groccia, James E.; Miller, Judith E. // Innovative Higher Education;Winter96, Vol. 21 Issue 2, p87 

    Discusses the benefits of using undergraduate students to serve as Peer Learning Assistants (PLAs) to facilitate group process and dynamics in cooperative learning groups. Improvements in group performance; Satisfaction with group experience; Diffusion of conflict in groups that are...

  • The Changing Role of Instructors.  // Edutech Report;Jan2006, Vol. 22 Issue 1, p1 

    The article presents information related to the changing role of instructors. The changing role of faculty in the information age focuses on the shift from instructors as knowledge providers to learning facilitators. Now a days learning is more often a group process--teams of students taking...

  • Explicitly Teaching Struggling Writers: Strategies for Mastering the Writing Process. Graham, Steve; Harris, Karen R.; MacArthur, Charles // Intervention in School & Clinic;May2006, Vol. 41 Issue 5, p290 

    Students are often asked to write reports for science, history, and other content-area classes. Struggling writers and many of their classmates are unsure about how to plan and write reports. This article presents a strategy for planning and writing reports and describes how a general and...

  • APPLICATION OF ONLINE DISCUSSION AND COOPERATIVE LEARNING STRATEGIES TO ONLINE AND BLENDED COLLEGE COURSES. Lynch, Douglas J. // College Student Journal;Sep2010, Vol. 44 Issue 3, p777 

    Effective online instructional practices may be applied to online and blended college courses. Carefully orchestrated online discussions support learning well beyond the limited face-to-face course time. Students gain greater depth of academic understanding and leadership skills if cooperative...

  • KOOPERATĪVÄ€S MÄ€CĪŠANÄ€S PIEREDZE STUDENTU PAÅ NOTEIKÅ ANÄ€S SEKMÄ’Å ANAI. STRODS, Gunārs // Education Reform in Comprehensive School: Education Content Res;Jan2012, p61 

    This article presents results of promotion of students self-direction in cooperative learning in teacher training. The purpose of the study was to work out and implement an cooperative learning model for promotion of student self-directed learning skills in teacher training in university, and...

Share

Read the Article

Courtesy of VIRGINIA BEACH PUBLIC LIBRARY AND SYSTEM

Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics