“Soccer can be inclusive”: cooperative learning in the teaching-learning of soccer in physical education
Supporting Agencies
- Ministry of Science, Innovation and Universities (FPU 18/04769)
- UCLM Internal R&D Plan co-financed by the European Social Fund (2019-PREDUCLM-10274)
Abstract
A proposal for teaching-learning soccer is presented through techniques of Cooperative Learning (CL). Participants will be 52 students in 5th grade of Primary Education distributed in two groups-classes. Among these students, there are: 1) a boy with physical disability (single-leg amputee) who uses crutches for moving; 2) one boy and one girl from another country with difficulties in the knowledge and use of the Spanish language. The implemented lesson plan is composed of 12 structured lessons following the first two phases of the CL cycle (group creation and cohesion; and CL as content to teach and learn). The cooperative strategies used were: collective score, pairs-check-perform, challenge-challenge-trade, and PACER. Continuous and formative assessment will be linked to the learning process and the inclusion of all students.
Downloads
References
André, A., Louvet, B., & Deneuve, P. (2013). Cooperative group, risk‐taking and inclusion of pupils with learning disabilities in physical education. British Educational Research Journal, 39(4), 677-693. https://doi.org/10.1080/01411926.2012.674102
Barrett, T. (2005). Effects of cooperative learning on the performance of sixth-grade physical education students. Journal of Teaching in Physical Education, 24(1), 88-102. https://doi.org/10.1123/jtpe.24.1.88
Bjørke, L., & Mordal, K. (2020). Cooperative learning in physical education: a study of students’ learning journey over 24 lessons. Physical Education and Sport Pedagogy, 25(6), 600-612. https://doi.org/10.1080/17408989.2020.1761955
Casey, A., Goodyear, V. A., & Dyson, B. P. (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
Casey, A., & Kirk, D. (2020). Models-Based Practice in Physical Education. Routledge.
Chng, L. S., & Lund, J. (2018). Assessment for learning in physical education: the what, why and how. Journal of Physical Education, Recreation & Dance, 89(8), 29-34. https://doi.org/10.1080/07303084.2018.1503119
Comité Olímpico Internacional (2020). Carta Olímpica. Lausana: DidWeDo.
Dyson, B., & Casey, A. (2016). Cooperative Learning in physical education and physical activity. A practical introduction. Oxon: Routledge.
Fernández-Río, J. (2017). El Ciclo del Aprendizaje Cooperativo: una guía para implementar de manera efectiva el aprendizaje cooperativo en educación física. Retos: Nuevas Tendencias en Educación Física, Deporte y Recreación, 32, 264-269.
Giulianotti, R., Hognestad, H., & Spaaij, R. (2016). Sport for development and peace: Power, politics, and patronage. Journal of Global Sport Management 1(3-4), 129-141. https://doi.org/10.1080/24704067.2016.1231926
Gray, S., Mitchell, F., Wang, J., & Robertson, A. (2018). Understanding students’ experiences in a PE, health and well-being context: a self-determination theory perspective. Curriculum Studies in Health and Physical Education, 9(2), 157-173. https://doi.org/10.1080/25742981.2018.1442230
Grineski, S. (1996). Cooperative Learning in Physical Education. Champaign, IL: Human Kinetics.
Haerens, L., Kirk, D., Cardon, G., & De Bourdeaudhuij, I. (2011). Toward the Development of a Pedagogical Model for Health-Based Physical Education. Quest, 63(3), 321-338. https://doi.org/10.1080/00336297.2011.10483684
Hernández, J. M. (2007). El valor pedagógico de los deportes alternativos. Lecturas: Educación física y deportes, 114, 17. https://www.efdeportes.com/efd114/el-valor-pedagogico-de-los-deportes-alternativos.htm
Jakubowska, H. (2018). Sport as a means of social inclusion and exclusion: introduction to the special issue of Society Register. Society Register, 2(1), 9-17. https://doi.org/10.14746/sr.2018.2.1.01
Johnson, D. W., Johnson, R. T., & Holubec, E. J. (2013). Cooperative in the classroom (9th Ed.). Edina, MN: Interaction Book Company.
Kagan, S., Comoglio, M., & Angeloni, B. (2000). L'apprendimento cooperativo: l'approccio strutturale. Roma: Lavoro.
Kiuppis, F. (2016). Inclusion in sport: disability and participation. Sport in Society, 21(1), 4-21. https://doi.org/10.1080/17430437.2016.1225882
Klavina, A., Jerlinder, K., Kristén, L., Hammar, L., & Soulie, T. (2014). Cooperative oriented learning in inclusive physical education. European Journal of Special Needs Education, 29(2), 119–134. https://doi.org/10.1080/08856257.2013.859818
Martínez, J. O., & Bernal, J. (2011). Valoración de los efectos del deporte adaptado: físicos, psicológicos y psicosociales. En M. Ríos (Coord.), Deportistas sin adjetivos (pp. 143-168). Madrid: Consejo Superior de Deportes, Real Patronato sobre Discapacidad, Ministerio de Sanidad, Política Social e Igualdad, Comité Paralímpico Español y Federación Española de Deportes de Personas con Discapacidad Física.
Metzler, M. (2017). Instructional Models in Physical Education (3rd Ed.). New York: Taylor and Francis.
Orlick, T. (1982). The second cooperative sports and games book. New York: Pantheon.
Oslin, J. L., Mitchell, S. A., & Griffin, L. (1998). The Game Performance Assessment Instrument (GPAI): Development and preliminary validation. Journal of Teaching in Physical Education, 17(2), 231-243. https://doi.org/10.1123/jtpe.17.2.231
Pérez-Pueyo, A., Hortigüela, D., Fernández-Río, J., & Gutiérrez-García, C. (2020). Evaluación formativa y modelos pedagógicos: estilo actitudinal, aprendizaje cooperativo, modelo comprensivo y educación deportiva. Revista Española de Educación Física y Deportes – REEFD, 428, 47-66.
Pérez-Pueyo, A., Hortigüela, D., Fernández-Río, J., & Gutiérrez-García, C. (2020). Diario de seguimiento para actividades cooperativas. Grupo Actitudes. Consultado el 13 de marzo de 2020 en: https://www.grupoactitudes.com/
Pérez-Tejero, J., & Ocete, C. (2019). Personas con discapacidad y práctica deportiva en España. En J. L. Martínez, A. Jofre, & L. C. Pérez (Eds.), Libro blanco del deporte de personas con discapacidad en España (pp. 55-78). Madrid: Grupo Editorial Cinca.
Ryuh, Y., Choi, P., Oh, J., Chen, C. C., & Lee, Y. (2019). Impact of inclusive soccer program on psychosocial development of children with and without intellectual disabilities. Journal of Developmental and Physical Disabilities, 31, 691-705. https://doi.org/10.1007/s10882-019-09670-8
Slavin, R. E. (1983). Cooperative learning. Research on Teaching Monograph Series. New York: Longman.
Spaaij, R., Magee, J., & Ruth, J. R. (2014). Sport and social exclusion in Global Society. Abingdon: Routledge.
Víquez, F., Quirós, S., Rodríguez-Méndez, D., & Solano, L. (2020). La inclusión de personas con discapacidad en una escuela multideportiva: efecto de las actitudes hacia la discapacidad en niños, niñas, jóvenes, padres, madres y personal de instrucción. MHSalud, 17(2), 1-13. https://doi.org/10.15359/mhs.17-2.3
The works and papers that are published in this Journal are subject to the following terms:
1. The Publication Service of the University of Murcia (the publisher) has the Publication Rights (Copyright) to the published papers and works, and favors and permits the reusing of the same under the license indicated in point 2.
© Servicio de Publicaciones, Universidad de Murcia, 2013
2. The papers and works are to be published in the digital edition of the Journal under the license Creative Commons Reconocimiento-No Comercial-Sin Obra Derivada 3.0 España (legal text). The copying, using, spreading, transmitting and publicly displaying of the papers, works or publication are permitted as long as: i) the authors and original sources (Journal, publisher and URL of the publication) are quoted; ii) it is not used for commercial benefit; iii) the existence and specifications of this users license are mentioned.
3. Conditions of Self-Archiving. It is permitted and encouraged that the authors spread electronically the pre-print (before printing) and/or post-print (the revised, evaluated and accepted) versions of their papers or works before their publication since this favors their circulation and early diffusion and therefore can help increase their citation and quotation, and also there reach through the academic community.
The works and papers that are published in this Journal are subject to the following terms:
1. The Publication Service of the University of Murcia (the publisher) has the Publication Rights (Copyright) to the published papers and works, and favors and permits the reusing of the same under the license indicated in point 2.
© Servicio de Publicaciones, Universidad de Murcia, 2013
2. The papers and works are to be published in the digital edition of the Journal under the license Creative Commons Reconocimiento-No Comercial-Sin Obra Derivada 3.0 España (legal text). The copying, using, spreading, transmitting and publicly displaying of the papers, works or publication are permitted as long as: i) the authors and original sources (Journal, publisher and URL of the publication) are quoted; ii) it is not used for commercial benefit; iii) the existence and specifications of this users license are mentioned.
3. Conditions of Self-Archiving. It is permitted and encouraged that the authors spread electronically the pre-print (before printing) and/or post-print (the revised, evaluated and accepted) versions of their papers or works before their publication since this favors their circulation and early diffusion and therefore can help increase their citation and quotation, and also there reach through the academic community.
