The study examined the effect of two different teaching strategies on social skills, physical self-esteem, and physical self-concept, in a sample of Italian Early Adolescents. One hundred and twenty-eight students (M = 62; F = 66), from 11 to 14 years old (M = 12.01, SD = 0.50), attending their Physical Education classes, were involved. Participants were divided into an intervention group (n = 60) and a control group (n = 68). The intervention group was engaged in PE lessons based on the Cooperative Learning model with a focus on positive interdependence between group mates and interpersonal skills in completing shared tasks, while the control group participated in PE lessons conducted through competitive games, individual drills and repetition of exercises as a means of perfecting skills and procedures. In both groups, social skills, physical self-concept, and physical self-efficacy were measured before and after the intervention. The intervention had a significant positive impact on perceived sports competence in boys, but no effect in girls. Related to the duration of the study, other positive effects in boys were higher levels of physical self-efficacy and lower levels of environmental pressure and tendency to psycho-somatization, while in girls lower levels in external locus of control were observed. Implications for physical education programs and physical self-research were discussed.

Effects of Cooperative Learning Model on Early Adolescents’ Social and Affective Learning Outcomes in Physical Education

Nicolosi, Simona
Writing – Original Draft Preparation
;
2020

Abstract

The study examined the effect of two different teaching strategies on social skills, physical self-esteem, and physical self-concept, in a sample of Italian Early Adolescents. One hundred and twenty-eight students (M = 62; F = 66), from 11 to 14 years old (M = 12.01, SD = 0.50), attending their Physical Education classes, were involved. Participants were divided into an intervention group (n = 60) and a control group (n = 68). The intervention group was engaged in PE lessons based on the Cooperative Learning model with a focus on positive interdependence between group mates and interpersonal skills in completing shared tasks, while the control group participated in PE lessons conducted through competitive games, individual drills and repetition of exercises as a means of perfecting skills and procedures. In both groups, social skills, physical self-concept, and physical self-efficacy were measured before and after the intervention. The intervention had a significant positive impact on perceived sports competence in boys, but no effect in girls. Related to the duration of the study, other positive effects in boys were higher levels of physical self-efficacy and lower levels of environmental pressure and tendency to psycho-somatization, while in girls lower levels in external locus of control were observed. Implications for physical education programs and physical self-research were discussed.
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11387/142384
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