Cooperative Learning in an Elementary Physical Education Program

By Benedict Dyson. 2001

201 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/e30f074dfa4147595f96ceea618ceb540e8a68c0

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Citations in the corpus

Impact of a sustained Cooperative Learning intervention on student motivation (2017, background): “Over the last 20 years an increasing body of research on theory and practice on Cooperative Learning has been linked to physical education through the studies of Barrett (2005); Casey (2013); Dyson (2001); Goodyear (2013) and Grineski (1996).”
The Effects of a Cooperative Physical Education Program on Students’ Social Skills (2009, background): “as noted by Dyson, Griffin, and Hastie (2004). An overview of the program is presented”
Cooperative learning and dyadic interactions: two modes of knowledge construction in socio-constructivist settings for team-sport teaching (2015, background): “Moreover, qualitative studies by Dyson (2001, 2002) showed that CL was an instructional format that promoted social and motor effects by the use of different roles.”
Effects of Cooperative Learning on the Performance of Sixth-Grade Physical Education Students (2005, background): “There is a beginning literature on CL in physical education that has shown that CL strategies can increase psychomotor skills (Johnson & Ward, 2001; Ward & Ward, 1996), improve social skills (Johnson & Ward), and influence teacher’s and students’ beliefs about psychomotor and social skill developmen”
The Ecology of Cooperative Learning in Elementary Physical Education Classes (2010, methodology): “Congruent with other research (Carlson & Hastie, 1997; Dyson, 2001; Metzler & McCullick, 2008), students liked being taught by their classmates; that is, “kids prefer having a student coach” (Hastie, 2000, p.”
The implementation of models-based practice in physical education through action research (2009, methodology): “Discussing the integration of CL and TG, Dyson (2005) explored a focus on social interaction and decision-making.”
Can Cooperative Learning Achieve the Four Learning Outcomes of Physical Education? A Review of Literature (2015, background): “Positive interdependence (often implemented through student roles inherent within learning teams; Dyson, 2001, 2002; Goodyear et al., 2014; Goodyear, Casey, & Kirk, 2013) and individual accountability (often implemented through member signatures, peer feedback, constant monitoring and interactions…”
Hiding behind the camera: social learning within the Cooperative Learning Model to engage girls in physical education (2014, background): “The success of the Cooperative Learning Model in engaging learners and enhancing participation is attributed to two fundamental elements of the model: positive interdependence and individual accountability (Johnson & Johnson, 1989; Kagan, 1994; Slavin, 1996; Cohen et al., 1999; Dyson, 2001; Brunton,”
Action research in physical education: focusing beyond myself through cooperative learning (2009, methodology): “Group processing, a facet of CL that Dyson (2001, 2002) and Gillies (2006) felt was as important as other elements of CL (i.e. individual accountability and positive interdependence) simply was not possible in such a time-poor environment.”
Effects of Cooperative Learning on Students' Academic Achievement (2015, unknown): “The research studies carried out by Dyson, 2002; McHale, 2002; Güne, 2007; Goudas & Magotsiou, 2009.”
Sport Education, Tactical Games, and Cooperative Learning: Theoretical and Pedagogical Considerations (2004, unknown): “In physical education the structure “Learning Teams” have been used to apply cooperative learning in the gymnasium (Dyson, 2001, 2002).”