000145434 001__ 145434
000145434 005__ 20241030091919.0
000145434 0247_ $$2doi$$a10.1177/1356336X221132767
000145434 0248_ $$2sideral$$a130829
000145434 037__ $$aART-2022-130829
000145434 041__ $$aeng
000145434 100__ $$0(orcid)0000-0001-8115-0649$$aGarcía-González, Luis$$uUniversidad de Zaragoza
000145434 245__ $$aHigh- versus low-structured cooperative learning in secondary physical education: Impact on prosocial behaviours at different ages
000145434 260__ $$c2022
000145434 5060_ $$aAccess copy available to the general public$$fUnrestricted
000145434 5203_ $$aDespite the research exploring the benefits of using cooperative learning in secondary physical education, several research gaps still remain, namely, limited research on its effects on prosocial behaviours, the impact on adolescents as they grow up, and the lack of assessment of differently structured cooperative learning frameworks. The goal of this study was to compare high- versus low-structured cooperative learning frameworks and assess their impact on adolescents’ prosocial behaviours at different ages. The study followed a quasi-experimental pre-test–post-test design. Two hundred and eighty-six students (150 girls) participated and were distributed into four groups: Control 1 (year-8 students), Control 2 (year-10 students), Experimental 1 (year-9 students) and Experimental 2 (year-11 students). All groups experienced the same Acrosport unit, but the control groups were within a low-structured cooperative learning context and the experimental groups were within a high-structured cooperative learning framework. Cooperative learning and prosocial behaviours were measured before and after the intervention. Results showed that students who experienced a high-structured framework at a younger age significantly increased their scores on the five variables that mediate the effectiveness of cooperative learning, and their prosocial behaviours. The older the adolescents, the fewer the changes in cooperative learning, and with no changes in prosocial behaviours. Students who experienced a low-structured framework did not improve their cooperative learning and decreased their empathy, social relations, and leadership at younger ages. In conclusion, cooperative learning must be properly structured to produce a positive impact using heterogeneous working groups, teachers’ feedback and shared regulation. However, older adolescents need specifically designed cooperative learning contexts with longer learning units.
000145434 540__ $$9info:eu-repo/semantics/openAccess$$aAll rights reserved$$uhttp://www.europeana.eu/rights/rr-f/
000145434 590__ $$a3.4$$b2022
000145434 591__ $$aEDUCATION & EDUCATIONAL RESEARCH$$b73 / 269 = 0.271$$c2022$$dQ2$$eT1
000145434 592__ $$a1.103$$b2022
000145434 593__ $$aEducation$$c2022$$dQ1
000145434 593__ $$aSports Science$$c2022$$dQ1
000145434 593__ $$aPhysical Therapy, Sports Therapy and Rehabilitation$$c2022$$dQ1
000145434 593__ $$aOrthopedics and Sports Medicine$$c2022$$dQ1
000145434 594__ $$a7.0$$b2022
000145434 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/acceptedVersion
000145434 700__ $$aSanted, Mónica
000145434 700__ $$0(orcid)0000-0001-8471-9415$$aEscolano-Pérez, Elena$$uUniversidad de Zaragoza
000145434 700__ $$aFernández-Río, Javier
000145434 7102_ $$13001$$2187$$aUniversidad de Zaragoza$$bDpto. Expres.Music.Plást.Corp.$$cÁrea Didáctica Expres.Corporal
000145434 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac
000145434 773__ $$g29, 2 (2022), 199-214$$pEuropean Physical Education Review$$tEuropean Physical Education Review$$x1356-336X
000145434 8564_ $$s903854$$uhttps://zaguan.unizar.es/record/145434/files/texto_completo.pdf$$yPostprint
000145434 8564_ $$s713032$$uhttps://zaguan.unizar.es/record/145434/files/texto_completo.jpg?subformat=icon$$xicon$$yPostprint
000145434 909CO $$ooai:zaguan.unizar.es:145434$$particulos$$pdriver
000145434 951__ $$a2024-10-30-08:48:23
000145434 980__ $$aARTICLE