Digital survey to detect factors that determine successful implementation of cooperative learning in physical education

Abstract

One possibility of successfully dealing with the increasing heterogeneity of students is cooperative learning. Various positive effects of cooperative learning on mental, physical and social health of students have already been documented. However, cooperative learning is still rarely used in physical education. Moreover, there is a lack of information about factors that determine the successful implementation of cooperative learning in physical education. Therefore, the objective of the current study was to find out these factors using a digital questionnaire. In addition to socio-demographic data, frequency of using cooperative learning, implementation strategies and positive and negative effects of cooperative learning were conducted. Furthermore, teachers were asked to rate the success of implementation of cooperative learning in physical education using a 6-point rating scale (1-very successful to 6-not successful at all). For statistical analysis, multiple linear regression was performed setting success of implementation as dependent variable. A total of 225 teachers (mean age: 44.81±10.60 years; 58% male) took part in the current study. Overall 39% of participants stated that they never use cooperative learning in their physical education classes. The successful implementation of cooperative learning is related to a theory-based preparation (e.g. formation of heterogeneous groups) and a student-centered implementation tailored to the needs and conditions of students (e.g. possibility of individual work). Compared to teachers who solely implemented cooperative learning theory-led or student-adapted, teachers who switched from theory-led preparation to students-centered implementation reported more successful implementation (t=5.312; p