Cooperative Learning as Formative Approach in Physical Education for All

Abstract

The purpose of this article was to explore Cooperative Learning as a promising approach for the inclusion of students with disabilities in physical education (Moliterni, 2013; de Anna, 2009; Cervantes et al. 2007). Constructivist perspective is used as a theoretical framework and connection with Cooperative Learning. Research in America by Johnson & Johnson (1989) on the use and benefit of Cooperative Learning in the classroom environment have been conducted, but we are now beginning to understand the inclusive nature of Cooperative Learning in physical education(Dyson & Casey, 2012). The structure of Cooperative Learning allow for participation to occur in a student-centered learning curriculum as opposed to a teacher-centered teaching curriculum. The teacher facilitates learning activities that have the potential to provide students with a holistic education that promotes social, physical, and cognitive learning outcomes. The emphasis is on active learning that involves the processes of decision making, social interaction, and cognitive understanding for students.