Cooperative methodologies for the decrease disruptive attitudes in physical education

Abstract

Disruptive attitudes are frequently an important issue to be manage for teachers during their classes. In the study, we will try to analyse the possibilities offered by cooperative learning as a pedagogical model for the decrease in these disruptive attitudes. We used the validated Spanish version of the questionnaire of the original short version of the Physical Education Classroom Instrument for the evaluation of disruptive behaviour in high school students. It was taken a sample of 114 subjects studying 1st, 2nd, 3rd or 4th grade. The study consisted on performing two sessions of cooperative challenges in a PE class with an experimental group (COOP); and with the other group (CONTROL) the classes were performed as usually. After the performance of these sessions, we found statistically significant improvement of the COOP group regarding several variables such as aggression, disobedience, irresponsibility and disruption of the classroom environment, encouraging the interpersonal relations of the COOP group, unlike the CONTROL group in which no improvement were found.