The purpose of this investigation was to assess the effects of a cooperative learning strategy in physical education on academic learning time, the percentage of correct trials, the total number of trials, and correct trials. A cooperative learning strategy, Performer and Coach Earn Rewards (PACER), was implemented in a sixth-grade physical education class. Four children (two boys and two girls) participated. An ABAB withdrawal design was used to assess the effects of PACER during an 18-day unit of instruction. Functional relationships were demonstrated for the percentage of correct trials for all participants. Interestingly, low-skilled students performed as well as their average- and highly skilled counterparts.
The author is with The Ohio State University, Sport and Exercise Education, 305 Pomerene Hall, 1760 Neil Ave., Columbus, OH 43210-1221.