Effects of Cooperative Learning on Performance of Sixth-Grade Physical Education Students

in Journal of Teaching in Physical Education
Tim Barrett1
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  • 1 The Ohio State University
DOI:
https://doi.org/10.1123/jtpe.24.1.88
Keywords:
accountability; cooperative learning; physical education; motor skills; trials
In Print:
Volume 24: Issue 1
Page Range:
88–102
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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.

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