El aprendizaje cooperativo como estrategia pedagógica en las clases de educación física

Abstract

The purpose of this study is the application of cooperative learning (AC) as a methodological strategy in physical education (PE) classes, by measuring the level of motivation of students, the effects of cooperative learning on social skills (HS). The study was carried out with 62 sixth-year GBS students between the ages of 9 and 12, 32 for the intervention group (IG) 18 women and 14 men (SD = 0.5) and 30 control group (CG) students 16 women and 14 males (SD = 0.7). With the IG, one of the active methodologies based on the cooperative learning cycle was applied in two work sessions for 10 weeks, in the block belonging to sports practices and for the CG, we worked with the traditional methodology. The HS were evaluated, with the Goldstein (1978) questionnaire adapted by Yachi and Paucar (2017), cooperative learning with the questionnaire (CAC) and motivation with the (CMEF.EF), all the questionnaires were applied to the two groups. before and after the intervention. The application of cooperative learning as a pedagogical strategy in the teaching of physical education significantly improved the interpersonal relationships of students with respect to HS, however, no significant improvements were found on the level of motivation. With the results obtained, it is evident that cooperative learning is one of the active methodologies that allows students to develop significant learning based on time, highlighting teamwork and serves as a pedagogical strategy for the teacher.