Using Best Practices when Implementing the Cooperative-Learning Theory in Secondary Physical Education Programs

Abstract

Cooperative learning activities are a staple in many physical education programs. Teachers often use team building and trust activities at the beginning of the school year to get to know their students. However, many physical education teachers focus solely on the affective domain. The purpose of this article is to provide physical education teachers with a deeper knowledge base of the cooperative-learning (CL) instructional model and provide samples of how to include cognitive concepts during these activities. The article describes and explains the five key elements of CL and provides concrete examples of how to use and implement a variety of CL activities. Each of the sample activities are linked to specific SHAPE America National Standards and grade-level outcomes. The authors also provide some sample assessments for each CL activity.

Additional information

Notes on contributors

Emily Walker

Emily Walker ([email protected]) is an elementary physical education teacher in Deerfield, IL. She was previously at the Department of Movement Science at Grand Valley State University in Allendale, MI.

Ingrid L. Johnson

Ingrid L. Johnson is an associate professor in the Department of Movement Science at Grand Valley State University in Allendale, MI.