Cooperative Learning in Physical Education

• Main Authors: Lundahl, Kajsa, Lindgren, Cornelia
• Format: Others
• Language: Swedish
• Published: Malmö universitet, Fakulteten för lärande och samhälle (LS) 2019
• Subjects: Cooperative learning; inclusion; learning-teams; participation; Physical Education; Humanities and the Arts; Humaniora och konst
• Online Access: http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33536

The purpose of this paper has been to chart and problematize the socio-cultural based method, cooperative learning, as a didactic tool in physical education through a case study. This study was based upon the challenge of inclusive education, and through cooperative learning the aim was to investigate whether the method is useful or not in physical education. The case study was based upon an annotated bibliography, which indicated that cooperative learning points to predominantly positive outcomes among younger students, such as increased inner motivation to learn. Meanwhile, previous research also underlined the importance of knowing how to use cooperative learning as a method in order to be a beneficial way of learning as well as creating a sphere of inclusive education. Consequently, this made us eager to discover how cooperative learning as a didactic tool work among older students. The case study was conducted in an upper secondary school in order to broaden the knowledge of cooperative learning. The result of this case study showed that the students’ experience of cooperative learning was positive, as the structure of learning teams increased cooperation and interaction between the students. However, the students also experienced some difficulties in working through specific roles, which is a core element in cooperative learning. In conclusion, the study gave insight in how structured group work can impact the learning process in Physical Education.