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The Implementation of Cooperative Learning in an Elementary Physical Education Program

Ben Dyson

The purpose of this study was to explore (a) a teacher’s perspective of the implementation of cooperative learning in an elementary physical education program, and (b) the students’ responses to the implementation into their own physical education classes. Data collection included interviews with a physical education teacher and students in two mixed third- and fourth-grade classes and two fourth-grade classes, nonparticipant observation, fieldnotes, a teacher journal, and documents. Inductive analysis and constant comparison methods were used to analyze and organize the data throughout the research process. The findings revealed that the teacher and students held similar perceptions of cooperative learning. This was evident from the categories that emerged from the data: goals of the lessons, student roles, accountability, communication skills, working together, and practice time. This study demonstrated that the cooperative learning instructional format holds much promise for physical education, but that its implementation will likely not be smooth or trouble free.

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Cooperative Learning in an Elementary Physical Education Program

Ben Dyson

Cooperative learning is an instructional format in which students work together in small, structured, heterogeneous groups to master content. The purpose of this study was to describe and interpret a teacher’s and the students’ experiences of cooperative learning in an elementary physical education program. A multiple-method design included interviews of a physical education teacher and 5th and 6th grade students, nonparticipant observation, field notes, and document analysis. Inductive analysis and constant comparison were used to analyze and organize the data throughout the research process. The findings suggest that the teacher and students held similar perceptions of the cooperative learning program. Themes emerged under four main categories: goals of the lessons; cooperative learning roles; benefits of cooperative learning; and implementation of cooperative learning. The teacher believed that the cooperative learning program allowed students of all ability levels to improve motor skills, develop social skills, work together as a team, help others improve their skills, and take responsibility for their own learning.

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Students’ Voices in Two Alternative Elementary Physical Education Programs

Ben P. Dyson

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A Call for Cutting Edge Research in Physical Education

Ben Dyson and Weidong Li

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Cutting Edge Research from around the World

Ben Dyson and Weidong Li

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Editors’ Note

Ben Dyson and Weidong Li

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“Wow! They’re Teaching Each Other”: Primary Teachers’ Perspectives of Implementing Cooperative Learning to Accomplish Social and Emotional Learning in Aotearoa New Zealand Physical Education

Ben Dyson, Donal Howley, and Yanhua Shen

Purpose: The purpose of this study was to explore primary teachers’ perspectives of implementing cooperative learning (CL) to accomplish social and emotional learning (SEL) in Aotearoa New Zealand physical education. Method: A qualitative case study design gathered data from 21 teachers at four primary schools using interviews, focus groups, and field notes. Inductive and deductive analysis were used for data analysis. Findings: Four primary themes are presented: emotional processes, social and interpersonal skills, students working it out, and taking time. Findings show that using CL as a pedagogical approach allowed teachers to teach for and accomplish SEL outcomes while accomplishing broader learning outcomes in physical education. However, there appeared to be shortcomings and constraints in the implementation of CL to accomplish SEL outcomes comprehensively. Conclusion: Future research should look to examine and connect professional learning involving pedagogical approaches like CL in physical education to SEL theory and school settings to enhance learning.

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Rules, Routines, and Expectations of 11 High School Physical Education Teachers

Mary O’Sullivan and Ben Dyson

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Editors’ Notes

Pamela Hodges Kulinna and Ben Dyson

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Editors’ Note

Pamela Hodges Kulinna and Ben Dyson