Cooperative Learning In Physical Education Research Articles

Cooperative Learning Promoting Cultural Diversity and Individual Accountability: A Systematic Review

Cooperative learning in physical education not only promotes the overall development of students, but also lays the foundation for lifelong learning and sustainable development from the perspectives of cultural integration and social responsibility. This study examined students’ physical, social, emotional, and cognitive outcomes on the one hand. On the other hand, it focuses on the potential of cooperative learning to promote cultural diversity and personal responsibility. A systematic literature review of 50 articles selected according to the PRISMA guidelines revealed that the focus of CL applications varied according to the age of the students and multicultural contexts. At the micro level, physical and social domains were emphasized, while cognitive domains received less attention. CL was found to benefit motor skills (coordination, flexibility, strength) in students of different ages, to reduce negative emotions while promoting social skills and teamwork, and to improve cognitive skills and memory in junior students. At the macro level, CL can help students to improve self-reflection, reduce negative behaviors, and increase personal responsibility and cultural integration. The focus of researchers from different countries reflects educational philosophies and cultural differences, increasing the flexibility and universality of CL.

A model fidelity check in cooperative learning research in physical education

ABSTRACT Background Fidelity is an essential component of research, theory and practice in pedagogical models in physical education [Hastie, P. A., and A. Casey. 2014. “Fidelity in Models-based Practice Research in Sport Pedagogy: A Guide for Future Investigations.” Journal of Teaching in Physical Education 33 (3): 422–431. https://doi.org/10.1123/jtpe.2013-0141]. Reporting fidelity data has been recognized as a way to know whether student learning outcomes can be attributed to the practical architectures of pedagogical models [Casey, A., and D. Kirk. 2020. Models-based in Physical Education. London: Routledge]. However, research that examines the effectiveness of pedagogical models rarely reports this valuable information about the authenticity of implementation [Casey, A., V. Goodyear, and B. Dyson. 2015. “Model Fidelity and Students’ Responses to an Authenticated Unit of Cooperative Learning.” Journal of Teaching in Physical Education 34 (4): 642–660. https://doi.org/10.1123/jtpe.2013-0227]. To date, no overall data have been published on how researchers reported fidelity data in cooperative learning literature in physical education. Therefore, it seems necessary to examine whether researchers have attended to fidelity to offer insights about the quality of the model delivery. Purpose To conduct a model fidelity check in cooperative learning research in physical education using checklists. Method First, a literature review was conducted to capture intervention studies focusing on cooperative learning in physical education. Second, a quality assessment was performed to obtain a global methodological score for the selected studies. Third, a model fidelity check was implemented to examine the quality of model delivery. Findings A total of 28 studies (11 qualitative, 13 quantitative, and 4 mixed methods) fulfilled the inclusion criteria and were selected. Regarding checklist-1, only 10 studies (35.7%) reported the complete information of all items. Most presented a rich description of the curricular elements of the unit (71.4%) and a detailed description of the program context (68.7%). Information concerning teacher expertise (60.7%) and students’ previous experience (46.4%) was the lowest reported. Data from the validation of model implementation was reported at 50% (14 studies). Regarding checklist-2, no study reported the assessment of all five components of fidelity of implementation. More than 90% reported information about program adherence to intervention components (model features, lesson plans, learning tasks and teacher/students’ behaviors) and duration. Less than 50% of the studies reported information related to program differentiation (41.1%), delivery quality (35.2%) and participant responsiveness (11.7%). Conclusion Model fidelity remains a prominent theme in cooperative learning research in physical education. Findings, at least as captured in this study, indicated a notable lack of attention to and reporting of model fidelity in this research area. It is highly recommended to report information on model fidelity to enhance its validity with trustworthy guidelines. Therefore, documenting meaningful information about model fidelity is required to bridge the gap between planning and delivery. Additional research is needed to gain a better understanding of how the model is delivered.

How does cooperative learning work with students? Literature review in physical education

Cooperative learning stands as a recognized educational approach with potential to facilitate desired learning outcomes. This literature review aims to examine the existing body of scientific literature concerning the effects of cooperative learning on students within the realm of physical education. While a systematic review encompassing the years 2014 to 2019 was previously undertaken (Bores-García et al., 2021), this study provides a more recent overview spanning from 2019 to 2024. Utilizing three prominent databases (ScienceDirect, PubMed, and Scopus), articles pertaining to cooperative learning in physical education were selected in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Following the application of exclusion criteria, a total of 11 articles were identified and categorized. Overall, the findings indicate that cooperative learning proves effective in enhancing students' motivation, participation, social skills, and learning achievements within the domain of physical education. Tailoring cooperative learning strategies to align with specific learning objectives and student characteristics emerges as pivotal in enriching students' educational experiences and accomplishments in this field. Despite the insights gained, limitations inherent in the review are acknowledged, warranting further global exploration through additional literature reviews or mapping studies (including bibliometric and scientometric analyses). Moreover, continued research on the application and impact of cooperative learning is deemed imperative in light of contemporary societal values emphasizing social interaction, dialogue, respect, as well as the significance of physical activity and sports. Keywoard: Learning model, cooperative learning, physical education, students

Better Together: Promoting Cooperative Learning in Physical Education

Physical educators may be hesitant to adopt cooperative learning in their classes because they are concerned that a focus on socioemotional learning may reduce motor skill development. However, cooperative learning can increase physical activity engagement and interpersonal skills. This article demonstrates what cooperative learning can look like in physical education through two activities that highlight the five key elements of cooperative learning.

Virtual Reality-Based Cooperative Learning in Physical Education: Ways to Improve Physical Performance and Motivation of Students

This article aims to explore the potential benefits of a virtual reality platform in cooperative learning. The study involved 48 freshman students in the table tennis class of Xinxiang Medical University. They were divided into control groups (M = 19.48, SD = 0.37) and experimental groups (M = 19.68, SD = 0.51). The Holofit platform and the model of cooperative learning principles served as an influence. The research utilized the Chinese Sport Motivation Scale-II (CSMS-II) and five physical fitness assessment tests as primary instruments. Following the intervention, a discernible reduction of 2.08 in mean scores within the amotivation subscale was observed in contrast to the pre-test. Conversely, positive shifts were noted in external regulation (1.88), introjected regulation (2.20), identified regulation (1.28), integrated regulation (1.48), and intrinsic motivation (1.96) subscales. Intragroup analyses, comparing pre-and post-test results, unveiled significant improvements in physical fitness indicators over six months for both the intervention and control groups. However, upon intergroup comparisons, it was discerned that the intervention failed to yield a statistically significant enhancement in physical performance in comparison to the traditional approach. Statistically significant distinctions were evident between the intervention and control groups across all CSMS-II subscales, signifying a demonstrable positive influence of cooperative learning and virtual reality on motivation for sports participation.

Focusing on the value of cooperative learning in physical education: a bibliometric analysis

The shift toward cooperative learning has highlighted the growing advantages of individual learning modes during the transition. Nevertheless, a systematic compilation of the precise classification and developmental dynamics of cooperative learning in PE has been absent. This study aimed to organize the existing progress and significance of collaborative learning. The study entailed a meticulous systematic review process, examining 169 articles in this domain with the aid of visualization software. The results of the study indicate that the overall use of cooperative learning in physical education is on the rise and will reach its highest level in 2021; Second, the keywords, major core scholars, journals, countries, and major research topics; the visual knowledge map reveals the major research topics of intrinsic motivation, cooperative learning, motor skills, self-learning, written expression, and pedagogical models. The research primarily centers on primary and secondary education, followed by teacher training and higher education. At the primary and secondary school levels, there is a specific focus on aspects such as motivation, teacher-student relationships, and the group atmosphere. This research also explores sustainable development and training for PE teachers, model integration, and its influence on students’ intrinsic motivation; and finally, the future directions of cooperative learning in PEare summarized. This study provides meaningful and valuable information on how cooperative learning models can be used and developed in various teaching and learning environments, physical education teacher education, and overall student development.

Analysis of teachers’ cooperative learning strategies and practices in physical education

ABSTRACT Teachers as implementers of the curriculum have a vital role in delivering (Casey et al., 2009) reflecting teaching approaches in physical education classes. Cooperative learning is a teaching approach that meets the curricular requirements in Germany as well as considers the increasing heterogeneity of students. However, there is limited research about strategies and practices, which teachers use to implement cooperative learning successfully in physical education. To bridge this gap, our study examines teachers’ perspectives on implementation strategies and application approaches of cooperative learning lessons. Semi-structured interviews were conducted with 20 German physical education teachers based on the principle of contrasting. The interviews were conducted from October to November 2022 as problem-related interviews, guided by a theory-based semi-structured guideline. We used qualitative content analysis to analyse the interview data. Analysis was expanded to identify different types of practicing cooperative learning in physical education. The findings reveal that teachers address and implement forms of cooperative learning quite heterogeneously. Teachers’ implementation strategies were bottom-up, top-down or hybrid. Reactions to difficulties were avoidance, flexibility, implementing rules, training social skills or restructuring. In addition, five different types of cooperative learning practices were determined (‘the avoider’, ‘the quitter’, ‘the student-centred’, ‘the theory-led’ and ‘the flexible one’). While ‘the avoider’ and ‘the quitter’ type teachers stopped using cooperative learning, the other types used this teaching approach often in their physical education classes. ‘The flexible one’ used the hybrid implementation of cooperative learning and reported the lowest difficulties. Our findings contribute to a better understanding of teachers’ strategies and practices to depict how cooperative learning processes in physical education are implemented. Findings can be used to further develop concepts for cooperative learning in physical education. At the same time, this may help to better prepare teachers to realise cooperative learning arrangements and to deal successfully with corresponding challenges.

Cooperative Learning in Physical Education: A Research Overview

Cooperative Learning in Physical Education: A Research Overview

Effects of Cooperative Learning Structures in Physical Education: A Systematic Review

One possibility of successfully dealing with the increasing heterogeneity of students is cooperative learning. However, this learning structure is still rarely used in physical education. To substantiate positive effects of cooperative learning in physical education and to support the commitment of pedagogical staff, the aim of this research was to evaluate physical, social, behavioral and psychological effects of interventions implementing cooperative learning structures in physical education lessons. The current systematic review was designed based on the PRISMA guidelines. Five databases were used to select articles that evaluated effects of cooperative learning in physical education of children and adolescents with an average age within the range of five to 19 years in August 2022. Studies had to report quantitative measured outcomes of cooperative learning. Two authors independently screened studies for eligibility and assessed risk of bias. Descriptive analyses were conducted to evaluate intervention effects. In total, 23 articles reporting 36 outcomes were included in the analysis with an overall sample size of 3699 children and adolescents aged between 6.5 and 17.5 years. Summarized 71% of all reported outcomes resulted in significant positive effects on cooperative learning compared to traditional teaching styles with most positive effects on social outcomes (92%). It is recommended to integrate different teaching styles, e.g. cooperative learning, to improve children’s development and to engage them in lifelong physical activity. Furthermore, interdisciplinary cooperation (e.g. between researchers and pedagogical school staff) should be sought in order to develop pedagogical approaches that consider the needs and prerequisites of students.

Hybridizing Outdoor Adventure Education and Cooperative Learning in physical education. Students and teachers’ views

ABSTRACT The goal of the study was to assess the effects of two instructional frameworks (Cooperative Learning/Outdoor Adventure Education hybridization and Direct Instruction) on students’ motivation and disruptive behaviours and explore students and teachers’ views on hybridization. The participants were 170 high school students randomly distributed into an Experimental (hybridization) and a Comparison Group, and their two teachers. A quasi-experimental study and a mixed quantitative-qualitative approach were followed. Those who experienced the hybridization showed significantly higher intrinsic motivation and lower disruptive behaviours. The analysis of teachers and students’ responses produced four positive themes (enjoyment, autonomy, novelty, motivation), one negative (workload), and other mixing different feelings (uncertainty, relatedness, learning). Orienteering lessons were found capable of impacting positively on students. All students felt fully integrated into the class, promoting both models (Adventure Education and Cooperative Learning) and the content implemented (Orienteering) a shift in social hierarchies and equality among boys and girls.

COOPERATIVE LEARNING IN PHYSICAL EDUCATION INCREASES SELF-ESTEEM IN FOURTH GRADERS

Accepting heterogeneity as an opportunity for social and knowledge learning and not just perceiving it as a burden is a major task for current school systems and consequently also for teachers. One possibility of successfully dealing with heterogeneity is cooperative learning. Due to its prosocial characteristics, physical education (PE) is particularly suitable for the use of cooperative forms of learning and teaching. Cooperative learning is able to fulfill the double task of PE by promoting the development of personality and enabling the development of current movement and sports culture. However, there are still only a few studies examining the positive effects of cooperative learning in PE classes on personality development and the psychosocial health of school children. The aim of the present study was to examine the effect of cooperative learning in PE classes on the self-esteem of fourth-graders in comparison to traditional forms of learning. A total of 127 girls and boys took part in the study (66 intervention group, 61 control group, 60% male). The mean age of the total sample at the beginning of the study was 10.2 ± 1.4 years. The intervention group received PE according to the curriculum, which was carried out through cooperative forms of learning, e.g. cooperative games. The control group received no cooperative learning intervention. There were no group differences with regard to age, sex or number of participants at the beginning of the study. Statistical analysis revealed significant time-by-group differences resulting in self-reported general athleticism (p<.001), attractiveness (p=.015), agility (p=.014), strength (p<.001), coordination (p<.001) and overall self-esteem (p<.001) with a significantly greater improvement within the intervention group. Overall, this research was able to show the positive effects of cooperative learning in PE lessons on the self-esteem of fourth-graders. Cooperative learning in PE requires appropriate qualification offers for future teachers in order to expand their repertoire of methods for this learning structure. The new understanding of teaching aims to help students actively experience their own knowledge and skills during cooperation with classmates.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0963/a.php" alt="Hit counter" /></p>

The Efficiency of Cooperative Learning in Physical Education on the Learning of Action Skills and Learning Motivation.

This paper proposes a cooperative learning method for use in physical education, involving two different grouping methods: S-type heterogeneous grouping and “free” grouping. Cooperative learning was found to enhance the effectiveness of basketball skills learning and learning motivation. A comparison was made of the differences between action skills grouping (the control group) and “free” grouping (the experimental group). The ARCS Motivation Scale and Basketball Action Skills Test were used to measure results, and SPSS statistical analysis software was used for relevant statistical processing (with α set to.05). The results showed that overall skills, dribbling and passing among the action skills groups and “free” groupings significantly improved, but results for shooting were not significant; motivation levels for the two grouping methods significantly improved overall, and no significant differences in learning motivation and learning effectiveness were found between the different grouping methods. It is clear that teachers should first establish a good relationship between and with students, and free grouping methods can be used to good effect. Teachers using cooperative learning should intervene in a timely manner and choose suitable grouping methods according to the teaching goals.

How Cooperative Learning Is Conceptualized and Implemented in Chinese Physical Education: A Systematic Review of Literature

Purpose: The purpose of this literature review was to investigate how cooperative learning (CL) has been conceptualized and implemented in Chinese physical education (PE). CL is one of the most influential and widespread areas of theory, research, and practice in western education. With the promotion of Chinese government policies, CL has become a popular field of research and was widely used as a pedagogical practice in Chinese. Design/Approach/Methods: Shulruf’s five methodological steps were utilized as the process of screening and selecting relevant studies. Inductive analysis and constant comparison were conducted for analyzing the chosen literature. Findings: The analytic induction revealed four key themes: (a) historical development, (b) policy influence, (c) conceptualization of CL, and (d) implementation of CL. We found that the conceptualization of CL in Chinese PE was ambiguous, and the implementation of CL was predominantly documented by quantitative research methods. In addition, few studies were conducted at the elementary school level. Originality/Value: This is a comprehensive literature review on CL in Chinese PE. Findings and recommendations in this article will be beneficial for policymakers, scholars, and PE teachers to better understand and promote CL in China.

Designing and Implementing a Sustainable Cooperative Learning in Physical Education: A Pre-Service Teachers’ Socialization Issue

The socialization of pre-service teachers (PSTs) depends on various actors. Researchers help them to build knowledge about variables that impact teaching models, including cooperative learning (CL). School teachers help them to efficiently implement teaching–learning environments, including CL configurations in real classrooms. However, these two tutors are insufficiently related to the aim of assisting novice physical education (PE) teachers to play a pivotal role in the transition to sustainable CL practices. Insufficient opportunities are provided for helping PE-PSTs to consider instructional precautions coming back on the theoretical foundations and practical barriers to CL implementation. Therefore, our purpose is to examine the conditions in which synergy between research and professional training may be strengthened to prepare PE-PSTs to durably establish CL in school curricula. The threefold aim of this paper is to examine whether PE-PSTs may be: (a) involved in research for opening new avenues in conducting their project under the researcher’s supervision in four main perspectives of CL, (b) trained in CL designs while experiencing instructional approaches and developing competencies to cope with constraints on information sharing, and (c) professionally socialized through the relevant connection between research and applied practice for progressively accessing a realistic and sustainable vision of CL.

“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

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.

Effects of an 8-Week Cooperative Learning Intervention on Physical Education Students' Task and Self-Approach Goals, and Emotional Intelligence.

Previous research highlighted the effectiveness of cooperative learning in the four learning domains: physical, cognitive, social and affective. However, recent reviews have called for more empirical research on social and emotional learning based on contemporary theories, frameworks and assessment tools. Little is known about the links between cooperative learning and two strong contemporary frameworks: the achievement goal theory and the four-branch model of emotional intelligence. The goal of this study was to assess the connections between cooperative learning, task and self-approach goals, and emotional intelligence in physical education classes. Forty primary education students (21 girls, 19 boys), 10–12 years (Mage = 10.87; SD = 0.85), enrolled in two different classes in only one school, participated. None of them had experienced cooperative learning as a pedagogical model before. The study followed a one group, pre-test-post-test, pre-experimental design. Both classes experienced the same cooperative learning intervention programme conducted in physical education, which included two consecutive learning units for a total of 16 sessions (2 per week/50 min each). The same physical education teacher, an expert in cooperative learning, conducted all sessions. Results showed that the cooperative learning framework helped increase students’ self-approach goals and their emotional control and regulation, and empathy. In conclusion, the present study reinforced the use of cooperative learning in physical education, because it can guide students to more adaptive motivational patterns and to develop their emotional intelligence. Furthermore, it contributes to the students’ social and emotional learning building quality relationships, learning to manage stressors, and evolve individually and in groups.

Linking Cooperative Learning and Emotional Intelligence in Physical Education: Transition across School Stages.

The present research had two complementary aims: (a) to examine the associations between cooperative learning (CL) and emotional intelligence (EI) in physical education (PE) and (b) to explore and compare the use of CL in PE in primary education (PED), secondary education (SED) and baccalaureate (BA). A total of 1332 students (682 males, 650 females) took part in the study. All participants were aged between 10 and 20 years old (M = 13.09; SD = 2.47) and belonged to 13 different schools in Southwest Spain. They completed the cooperative learning questionnaire (CLQ), referring to the PE classes, in addition to the emotional intelligence questionnaire in physical education (EIQPE). Positive and significant associations were found between CL and EI in all school stages. In addition, moderately strong associations were uncovered between CL and the different dimensions of EI: emotional recognition, emotional control and regulation and emotional empathy. Participants belonging to classrooms with larger cooperation indices presented higher levels of EI. Results also highlighted a greater use of CL in PE classes during the PED stage in comparison to the SED and BA stages. These outcomes are discussed in light of the existing literature and methodological implications are derived for teaching PE. The use of CL in PE is recommended because of its positive contribution to the affective domain through IE. This will be especially important during the SED and BA stages, where lower rates of CL were observed.

Direct Instruction vs. Cooperative Learning in Physical Education: Effects on Student Learning, Behaviors, and Subjective Experience

(1) Background: The objective was to analyze if cooperative learning (CL) can have benefits compared to direct instruction (DI) in learning, behavior, and subjective experience of pupils. (2) Methods: An intervention was performed with a counterbalanced within-subjects design. To perform the intervention, 75 schoolchildren aged 10 to 12 from four primary classes were divided into two groups, and two units were taught in each one, namely “games of the world” and “traditional games”, exchanging the methodologies CL and DI. Dependent measures were learning and retention over time, behavior, interest–enjoyment, value–utility, and affiliation. They were measured after each unit. Six months later, conceptual retention was also evaluated. (3) Wilcoxon signed-rank tests were conducted to analyze differences between methodologies. CL resulted in greater conceptual learning and retention. Likewise, CL students communicated with each other to a greater extent, although the time spent doing the activity were similar for both methodologies. No significant differences were found for the psychological variables. (4) Conclusions: The study confirmed the higher ability of CLs to improve cognitive learning and retention, as well as improved communicative behavior with peers and teachers.

‘Being a team, working together, and being kind’: Primary students’ perspectives of cooperative learning's contribution to their social and emotional learning

ABSTRACT Background/purpose: It has been suggested that cooperative learning (CL) is a model-based practice which can develop students’ social and emotional learning (SEL) competencies in physical education (PE) (Casey, Ashley, and Javier Fernandez-Rio. 2019. “Cooperative Learning and the Affective Domain.” Journal of Physical Education, Recreation & Dance 90 (3): 12–17). The purpose of this study was to investigate how the pedagogical practice of CL contributed to SEL outcomes in PE from a student perspective in Aotearoa New Zealand (NZ) primary schools. Participants and settings: Students at four primary schools participated in the study as part of a larger research study on school-based, teacher-driven professional learning groups supporting the implementation of CL in PE. Research design: This research adopted a case study design (Stake, Robert E. 2006. Multiple Case Study Analysis. New York: Guilford) drawing on qualitative research methods utilizing student interviews and field notes over two years (Miles, Matthew B., A. Michael Huberman, and Johnny Saldaña. 2014. Qualitative Data Analysis: A Methods Sourcebook. Thousand Oaks, CA: SAGE). One researcher was assigned to each school as a critical friend to each teacher. Teachers used CL structures, with students placed in small groups of 3–5, given different roles, and operating as a team to complete a task or play in a modified game (Dyson, Ben, and Ashley Casey. 2016. Cooperative Learning in Physical Education and Physical Activity: A Practical Introduction. London, UK: Routledge). Data collection: Data was collected over two school years. A minimum of 6 observations per year were carried out at each school. Students were interviewed in focus groups of three or four students. Four focus group interviews were carried out at every school each year. Data analysis: Inductive analysis and constant comparison were used for data analysis (Miles et al. 2014). Trustworthiness was enhanced by utilizing the data analysis strategies and was undertaken through the analysis of data by continually challenging the interpretations of the findings, identifying conceptual links, and uncovering key categories through frequent peer debriefing with the researchers. Findings: Four main themes for learning outcomes that allied with the five key elements of CL and SEL outcomes were: being part of a team; learning how to listen; helping and encouraging others; and, making physical education fair. Findings indicate that learning outcomes of CL in PE align and compliment SEL outcomes. In their heterogeneous, CL groups, students identified and talked about SEL skills as being central in their PE lessons. Conclusion: CL has the potential to be a successful model-based practice to develop SEL outcomes in PE. Further studies on the use of CL and other models-based practices for teaching SEL in PE could legitimize the current popular political and educational rhetoric.

Cooperative learning in physical education: a study of students’ learning journey over 24 lessons

ABSTRACT Background: Although a review of literature on Cooperative Learning (CL) in Physical Education (PE) has shown that CL can facilitate student learning in all legitimate learning domains for PE [Casey, A., and V. A. Goodyear. 2015. “Can Cooperative Learning Achieve the Four Learning Outcomes of Physical Education? A Review of Literature.” Quest 67 (1): 56–72. doi:10.1080/00336297.2014.984733], we need further knowledge about student learning which results from the sustained implementation of the model beyond the initial unit. Purpose: This paper draws on 24 lessons of CL over two academic years investigating students’ learning journey through (a) teachers’ perceptions on students’ learning journey through CL, and (b) students’ experiences of their learning journey through CL. Method: The study is part of a larger participatory action research project and follows students through four related six-week interventions in PE. The study draws on different data sources such as interviews, observation notes and the researcher’s reflective diary in order to acquire an in-depth understanding of students’ learning journey. Through first author’s close presence throughout the project, Lars was very familiar with the data. Hence, the analysis adopted an abductive approach [Alvesson, M., and K. Sköldberg. 2018 Reflexive Methodology: New Vistas for Qualitative Research. 3rd ed. Los Angeles, CA: Sage] in which the empirical data were examined with the aid of pre-established theoretical concepts. Findings: Three themes emerged from the analysis. The first, ‘shifting attitudes’ highlighted how students changed their attitudes towards CL from being reluctant to positive. The second, ‘the influence of having learning objectives’ shows that working systematically with learning objectives over time, helped students understand that physical education is, in fact, a subject for learning. The final theme, ‘social- and emotional learning’, identified aspects of students’ learning that eventually results in all students being capable of working alongside their peers to master academic tasks in physical education. Conclusion: After experiencing learning through CL as meaningful, many students developed a positive attitude towards CL and working with their peers in small groups. The paper shows that having learning objectives is something most students appreciate and value. Nevertheless, working with learning objectives must be undertaken systematically over time so that students understand that they are expected to learn in physical education. While other studies have suggested that it took a few weeks for students to work comfortably together [Casey, A., B. Dyson, and A. Campbell. 2009. “Action Research in Physical Education: Focusing Beyond Myself Through Cooperative Learning.” Educational Action Research 17 (3): 407–423. doi:10.1080/09650790903093508], students in this project required up to 17 lessons before they were able to function in their groups. At the same time, all students, with different motor, social, cognitive and affective challenges, can be capable of learning through CL. However, this did not happen by chance, and the teacher must carefully adapt the delivery of the CL model to meet the needs of all students.