ABSTRACT

Background: A number of studies have contemplated aspects of cooperative learning that might emerge from a unit of sport education [Dyson, B., L. L. Griffin, and P. Hastie. 2004. “Sport Education, Tactical Games, and Cooperative Learning: Theoretical and Pedagogical Considerations.” Quest 56 (2): 226–240; Dyson, B. P., N. R. Linehan, and P. A. Hastie. 2010. “The Ecology of Cooperative Learning in Elementary Physical Education Classes.” Journal of Teaching in Physical Education 29 (2): 113–130]. None to date, however, has looked empirically at the influence sport education may have on individual team member accountability and other critical elements of cooperative learning.

Purpose: The aim of this study was to present evidence that cooperative learning (or at least its critical elements) is a potential side effect of using sport education.

Participants and settings: A total of 90 students (47 boys, 43 girls, 12.42 ± .56 years), enrolled in the same high school in Spain agreed to participate in the study. The school administration randomly distributed the students among four different year eight classes, and the research team randomly allocated two classes to the experimental group (n = 48), and two (n = 42) to the control (comparison) group. The experiment was conducted in a non-manipulated (i.e. intact) educational context. Prior to the mid-term break, both study groups experienced the same Football learning unit conducted using sport education. After the break, both groups experienced a Basketball learning unit. However, the teacher continued to use sport education with the experimental group (group A) and adopted a traditional instructional approach with the comparison group (group B). Therefore, students in group A experienced 24 consecutive sport education lessons, while those in group B experienced 12 sport education lessons followed by 12 traditional lessons.

Research design: The study followed a pre-test, post-test, quasi-experimental, comparison group design.

Data collection: All participants completed a previously designed and validated cooperative learning questionnaire.

Data analysis: The statistical package SPSS (version 22.0) was used. Descriptive and inferential analyses were conducted.

Findings: Results showed that group A enhanced their perceptions of Interpersonal Skills, Group Processing, Positive Interdependence, Promotive Interaction, Individual Accountability, and Global Cooperation significantly more than group B.

Conclusions: Cooperative learning (or at least its critical elements including global cooperation) is a side effect of using sport education. As Casey and Quennerstedt [2020. “Cooperative Learning in Physical Education Encountering Dewey’s Educational Theory.” European Physical Education Review] argued, cooperation is not learnt but is practiced over successive lessons and units. Given the real-world importance of cooperative learning and given calls to broaden the pedagogical experiences of young people [Metzler, M. W. 2011. Instructional Models for Physical Education. 3rd ed. Scottsdale, AZ: Holcomb Hathaway], it seems important to have different approaches to help young people become more cooperative.

摘要

背景：许多研究已经考虑了可能从体育教育单元中出现的合作学习的各个方面 [Dyson, B., LL Griffin 和 P. Hastie。2004.“体育教育、战术游戏和合作学习：理论和教学考虑。” 任务56 (2)：226–240；戴森、BP、NR Linehan 和 PA Hastie。2010.“小学体育课堂合作学习生态”。体育教学杂志29 (2): 113–130]。然而，迄今为止，还没有人根据经验研究体育教育可能对团队成员个人责任和合作学习的其他关键要素产生的影响。

目的：本研究的目的是提供证据，证明合作学习（或至少是其关键要素）是使用体育教育的潜在副作用。

参与者和设置：共有 90 名学生（47 名男孩，43 名女孩，12.42 ± .56 岁）在西班牙的同一所高中就读，同意参与这项研究。学校管理部门将学生随机分配到四个不同的八年级班级，研究小组随机分配两个班级到实验组（n  = 48），两个（n = 42) 到控制（比较）组。该实验是在非操纵（即完整）的教育环境中进行的。在期中休息之前，两个学习小组都经历了使用体育教育进行的同一个足球学习单元。休息后，两组都体验了篮球学习单元。然而，教师继续对实验组（A组）进行体育教育，而对对照组（B组）则采用传统的教学方法。因此，A组学生连续进行了24节体育教育课，而B组学生进行了12节体育教育课，其次是12节传统课。

研究设计：本研究遵循前测、后测、准实验、对照组设计。

数据收集：所有参与者都完成了先前设计和验证的合作学习问卷。

数据分析：使用统计软件包SPSS（22.0版）。进行了描述性和推理性分析。

结果：结果表明，A 组比 B 组显着增强了他们对人际交往能力、群体处理、积极的相互依赖、促进互动、个人责任感和全球合作的看法。

结论：合作学习（或至少其关键要素包括全球合作）是使用体育教育的副作用。正如凯西和昆纳斯泰特 [2020. “体育教学中的合作学习遇到杜威的教育理论。” 欧洲体育评论] 认为，合作不是学会的，而是在连续的课程和单元中练习的。鉴于合作学习在现实世界中的重要性，并呼吁扩大年轻人的教学经验 [Metzler, MW 2011.体育教学模式。第 3 版。亚利桑那州斯科茨代尔：Holcomb Hathaway]，采用不同的方法来帮助年轻人变得更加合作似乎很重要。