2015/01/02 by Ashley Casey, Victoria A. Goodyear · 2 citations
Health Professions · Psychology · Social Sciences · #Inclusion and Disability in Education and Sport #Motivation and Self-Concept in Sports #Physical Education and Pedagogy
paper · doi:10.1080/00336297.2014.984733
crossref issued 2015/01/02 · crossref published 2015/01/02 · crossref published-print 2015/01/02 · openalex publication_date 2015/01/02 · crossref published-online 2015/01/26 · crossref created 2015/01/26 · crossref deposited 2024/06/06 · openalex created_date 2025/10/10 · crossref indexed 2026/08/01 · openalex updated_date 2026/08/01
Physical learning, cognitive learning, social learning, and affective learning are positioned as the legitimate learning outcomes of physical education. It has been argued that these four learning outcomes go toward facilitating students’ engagement with the physically active life (Bailey et al., 2009; Kirk, 2013). With Cooperative Learning positioned as a pedagogical model capable of supporting these four learning outcomes (Dyson & Casey, 2012), the purpose of this review was to explore the empirical research in the use of Cooperative Learning in physical education reported on the achievement of learning in the physical, cognitive, social, and affective domains (or their equivalents). The review found that while learning occurred in all 4 domains, the predominant outcomes were reported in the physical, cognitive, and social domains. Affective learning was reported anecdotally, and it became clear that more work is required in this area. The article concludes by suggesting that research into the outcomes of this and other pedagogical models needs to focus on learning beyond the initial instructional unit and extend over a period of years and not just weeks.