How does cooperative learning work with students? Literature review in physical education

Abstract

Cooperative learning stands as a recognized educational approach with potential to facilitate desired learning outcomes. This literature review aims to examine the existing body of scientific literature concerning the effects of cooperative learning on stu-dents within the realm of physical education. While a systematic review encompassing the years 2014 to 2019 was previously under-taken (Bores-García et al., 2021), this study provides a more recent overview spanning from 2019 to 2024. Utilizing three prominent databases (ScienceDirect, PubMed, and Scopus), articles pertaining to cooperative learning in physical education were selected in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Following the appli-cation of exclusion criteria, a total of 11 articles were identified and categorized. Overall, the findings indicate that cooperative learning proves effective in enhancing students' motivation, participation, social skills, and learning achievements within the domain of physical education. Tailoring cooperative learning strategies to align with specific learning objectives and student characteristics emerges as pivotal in enriching students' educational experiences and accomplishments in this field. Despite the insights gained, limitations inherent in the review are acknowledged, warranting further global exploration through additional literature reviews or mapping studies (in-cluding bibliometric and scientometric analyses). Moreover, continued research on the application and impact of cooperative learning is deemed imperative in light of contemporary societal values emphasizing social interaction, dialogue, respect, as well as the signifi-cance of physical activity and sports.