Action research in physical education: focusing beyond myself through cooperative learning

By A. Casey, Benedict Dyson, Anne C. Campbell. 2009

125 citations recorded by the source corpus.

Subfields: Physical Therapy, Sports Therapy and Rehabilitation, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/d616fabbaf5eb7f240225fa0688570ea0895b774

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In Physical Therapy, Sports Therapy and Rehabilitation

In Social Psychology

In Sociology and Political Science

Citations in the corpus

Adopting a models-based approach to teaching physical education (2018, background): “This forced the teacher into compromises and a choice between what Casey et al. (2009) called academic and social learning: The whole experience is - much like CL – improving or meeting their social learning needs, but I am not sure it is benefiting – in the short period of time – their development…”
Can Cooperative Learning Achieve the Four Learning Outcomes of Physical Education? A Review of Literature (2015, background): “As a result, the principles of team rewards, the use of multiple structures in lessons, and group accountability (principles respectively suggested by Slavin [1995, 1996], Kagan and Kagan [2009], and Cohen [1994] to maximize achievement) have rarely been explored in physical education.”
“I’m a Facilitator of Learning!” Understanding What Teachers and Students Do Within Student-Centered Physical Education Models (2015, background): “While questioning has been considered as the main interactional process (Bähr & Wibowo, 2012; Casey et al., 2009; Dyson et al., 2004), it is clear from Wibowo et al. (2014) that the teacher interacts with learners in a variety of ways to support learning.”
Impact of a sustained Cooperative Learning intervention on student motivation (2017, background): “…or team work, among others, are values linked to this pedagogical model which foster good social relations among students (Bayraktar 2011; Casey, Dyson, and Campbell 2009; Dyson 2001, 2002; Dyson and Strachan 2000; Goudas and Magotsiou 2009; Johnson, Bjorkland, and Krotee 1984; Yoder…”
Hiding behind the camera: social learning within the Cooperative Learning Model to engage girls in physical education (2014, methodology): “The sporty students not only had a positive effect on their team’s engagement during lessons but also their team’s psychomotor learning; ‘this group was the most organised . . . and quality of work was high . . . students progressed further and attained above their target grade’ (PLTA, lesson 4).”