The Ecology of Cooperative Learning in Elementary Physical Education Classes

Dyson, Ben P.; Linehan, Nicole Rhodes; Hastie, Peter A.
April 2010
Journal of Teaching in Physical Education;Apr2010, Vol. 29 Issue 2, p113
Academic Journal
The purpose of this study was to describe and interpret the instructional ecology of Cooperative Learning in elementary physical education classes. Data collection included a modified version of the task structure system (Siedentop, 1994), interviews, field notes, and a teacher's journal. T-tests of the quantitative data revealed that instruction time, management time, transitions, and wait time decreased significantly during the units and refining, extending, and applying tasks increased significantly. Cognitive/social tasks were observed consistently in every lesson and contributed to student learning. Inductive analysis and constant comparison were used to analyze the qualitative data (Patton, 1990). The researchers identified four main categories from this data: organization and management of students, roles, skill development, and strategizing. To promote individual accountability the teacher used task sheets, assigned Cooperative Learning roles, kept group sizes small, randomly chose students to demonstrate their competence, and asked students to teach their teammates skills and tactics.


Related Articles

  • Classroom Management: Great Ideas for Those Crucial First Weeks.  // Instructor;Sep/Oct2007, Vol. 117 Issue 2, p14 

    The article presents tips from teachers on managing the classroom during the first weeks of the school year. Sylvia Gomez-Soriano of El Paso, Texas applies the Team Point System which involves making students responsible for team learning, area tidiness and appropriate noise levels. Margaret...

  • Involving students through learning groups.  // Journal of Developmental Education;Winter95, Vol. 19 Issue 2, p38 

    Presents some pointers on incorporating learning groups in college classes. Cooperative learning activities; Formation of heterogeneous groups of two to seven students; Format ideas offered.

  • Collaboration works.  // Reading Teacher;Feb95, Vol. 48 Issue 5, p373 

    Editorial. Argues in favor of collaborative or cooperative learning in classrooms for increasing students' learning. Application of collaboration notion in the editorship of The Reading Teacher (RT) and the impact of the same.

  • Book it with your buds.  // Campus Life;Dec95, Vol. 54 Issue 5, p38 

    Reports on guidelines for students when participating in an organized study group. Size of the group; Flexibility; Consistency.

  • Empowered teams in the classroom can work. Jones, Douglas W. // Journal for Quality & Participation;Jan96, Vol. 19 Issue 1, p80 

    Focuses on applications of the team learning approach in education. Reason for the use of teams in the classroom; Features of the approach; Benefits; Problems with the traditional classroom system. INSET: Two examples designing accountability and...

  • Workshops get parents involved.  // Curriculum Review;Apr90, Vol. 29 Issue 8, p15 

    Introduces a project called `Partners in Learning' where Jefferson County Public Schools in Colorado are asking parents to become more involved in their children's education. Speaker of the project and its topic; Sponsor of the Partners in Learning project; What the projects offered as...

  • Encouraging group cooperation. Malloy, Teresa // Science Scope;Sep97, Vol. 21 Issue 1, p57 

    Discusses how the system of team work help students to cooperate with others. What are the participation guidelines; How responsibility is organized; Incentives for the students.

  • Laboratory Exercise in Behavioral Genetics Using Team-based Learning Strategies. PETERSON, ELIZABETH K.; CARRICO, PAULINE // Bioscene;Dec2015, Vol. 41 Issue 2, p32 

    In this paper, we describe a two-week learning module where students tested the role of the fruitless gene on aggression and courtship in Drosophila melanogaster via team-based learning (TBL) strategies. The purpose of this module was to determine if TBL could be used in the future as a platform...

  • "Now, What Happens During Class?" Using Team-Based Learning to Optimize the Role of Expertise Within the Flipped Classroom. Wallace, Michael L.; Walker, Joshua D.; Braseby, Anne M.; Sweet, Michael S. // Journal on Excellence in College Teaching;2014, Vol. 25 Issue 3/4, p253 

    If instructors desire students to gain a deeper understanding of the content and begin thinking like experts, then they need class time for active, collaborative learning. In the flipped classroom, primary knowledge acquisition occurs before class, which creates space for students to practice...


Read the Article


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

Try another library?
Sign out of this library

Other Topics