Integrating Cooperative Games in Elementary

Physical Education

Susan NeumannCalifornia State University, Northridge

Introduction

• Games and play– Personalities– Socialization

• Positive behaviors not always exemplified

• Lack of Fun Disinterest in cooperation tarnished physical skills activity

Teach cooperative activities in

Physical education classes

Solution?

What is cooperative learning?

• Small groups • Solve a common problem• Success of the group • Individual learning• Focus = process used

Why Cooperative Learning?

Benefits from problem solving activities:

– Communication skills– Positive social interaction– Critical thinking development– Reduced aggressive behavior– Increased self-esteem

Purpose

To investigate the effects of integrating cooperative activities in

elementary physical education programs

Methods

Subjects

• 2 fifth grade classes • 1 elementary school in

Southern California• 20-25 students per class• 2 physical education specialists

Procedures

1. Informed consent, health clearances 2. Traditional lesson plans3. Cooperative lesson plans4. P.E. for 30 minutes, 3 times a week for

12 weeks

Data Collection

1. Teacher interviews

2. Student interviews

3. Student self-batteries, tests

4. Teacher questionnaires

5. Field observations

Instruments

Severy’s (1975) questionnaire

Horrocks’ (1979) Prosocial Play Behavior Inventory (HPPBI)

New Jersey Test of Reasoning Skills

Teacher Report Form (TRF)

Self-Perception Profile for Children (SPPC)

Social Interaction

Behavior

Critical Thinking

Aggression

Self-Esteem

Hypothesis

Students participating in cooperativeactivities as part of a physical education program will exhibit

signs of increased communication, positive social interaction, critical thinking skills, reduced aggressive behavior, and higher self-esteem

Results

Findings supported the researcher’s hypothesis

Teacher Interviews

•Students in cooperative activities showed:

•Increased signs of communication

•Positive social interaction

•Increased critical thinking skills

•Reduced aggressive behavior

•Higher self-esteem

Student Interviews

“Now I feel like more a part of the group”

“I get along better with others”

“Classmates include me in games at recess”

“I have more friends now”

Severy’s Questionnaire

Variables Cooperative P.E.

(mean +/- SD)

Traditional P.E. (mean +/- SD)

1. Total helping tendency

31.0 +/- 4.36 17.8 +/- 5.72

2. Teacher dependence

4.54 +/- 1.29 0.75 +/- 1.28

3. Caring about others

12.65 +/- 2.10 1.91 +/- 1.31

4. Number of friends

4.05 +/- .99 2.70 +/- 1.29

Horrocks’ Prosocial Play Behavior Inventory

Variable Pre-test Post-test

Judgment–Cooperative–Traditional

2.64 (.33)

2.55 (.39)

2.65 (.33)

2.00 (.38)

Reason–Cooperative–Traditional

3.26 (.85)

3.03 (1.1)

4.01 (.85)

3.09 (1.1)

Intention–Cooperative–Traditional

2.58 (.33)

2.53 (.34)

2.88(.33)

2.66 (.34)

Behavior–Cooperative–Traditional

3.40 (.53)

3.30 (.52)

4.11 (.53)

3.88 (.52)

New Jersey Test of Reasoning Skills

Cooperative P.E.

• Pre-test: 26.53 SD=6.53

• Post-test: 29.49SD=6.49

• Difference of t(25)=6.51

Traditional P.E.

• Pre-test: 25.68 SD=6.59

• Post-test: 26.29SD=6.99

• Difference of t(25)=1.70

Teacher Report Form

Before intervention:

• At risk = 25.00 (sd dev. = 11.10

• Comparison = 1.86

(sd dev. = 1.96)

After intervention:

• At risk = 3.67(sd dev. = 1.18)

• Comparison =0.67

(sd dev. = 1.06)

Self-Perception Profile for Children

Variable Pre-test Post-testGlobal Self-Worth

–Cooperative–Traditional

2.64 (.33)

2.55 (.39)

2.65 (.33)

2.00 (.38)

Athletic Competence

–Cooperative–Traditional

3.26 (.85)

3.03 (1.1)

4.01 (.85)

3.09 (1.1)

Social Acceptance–Cooperative–Traditional

2.58 (.33)

2.53 (.34)

2.88(.33)

2.66 (.34)

Physical Appearance–Cooperative–Traditional

3.40 (.53)

3.30 (.52)

4.11 (.53)

3.88 (.52)

Discussion

Severy’s (Social Interaction)

•Helping behavior significantly higher

•Increased socialization

Horrocks’ (Behavior)

•Higher scores in judgment, reason, intention and behavior

New Jersey Test (Critical Thinking)

•Critical thinking scores were higher after intervention

TRF (Aggression)

•Increase engagement of antisocial children

•Decrease aggression

SPPC (Self-Esteem)

•Positive effect on the self-conceptions of students

Conclusion

Results from interviews with students and teachers, along with findings from questionnaires and tests confirm cooperative activities as part of a physical education program produce:

-Increased communication

-Positive social interaction

-Increased critical thinking skills

-Reduced aggressive behavior

-Higher self-esteem

Limitations

-Small sample size

-Student self-reported information not completely reliable

-Some bias in teacher reports might exist

-Physical education teachers not specifically certified in elementary