Resumen de Empirical Contributions to the practice of Cooperative Learning in Physical Education
Investigation into the educative outcomes of physical education is undeniably one of the primary tasks in sports pedagogy. In this context, the purpose of research is to verify expectations founded in pedagogical theory in regard to their effectiveness in the classrooms where physical education is taught. This is intended to create an empirical counterbalance to teaching targets or expectations (maybe even the hopes for practice envisioned in the literature) that have been determined normatively and to ensure that desired educational goals can also be honoured globally in our schools and classroom through the pedagogical practices teachers employ. The purpose of this paper is to claim the Cooperative Learning Model as one possible approach to the achievement of normative aspirations for physical education. Referring to findings of our empirical research on Cooperative Learning (CL) we argue that the model seems to allow young people to experience a higher level of perceived quality of their movement and encourages higher level of social cohesion within grouped learning experiences. In the first section of the following text we present findings about “Effects and Processes of Cooperative Learning” and in the second section about “Teachers´ action in the Cooperative Learning model”
