COOPERATIVE LEARNING VS. DIRECT INSTRUCTION IN YOUTH SPORT: EFFECTS ON CHILDREN'S MOTOR LEARNING.
Cooperative Learning promotes peer teaching that fosters active learner engagement and better retention and usefulness of knowledge. Research has shown that Cooperative Learning has a positive impact on motor learning in PE students. The aim of this study was to investigate whether Cooperative Learn...
| Publicado en: | Kinesiologia Slovenica Vol. 29; no. 2; pp. 136 - 157 |
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| Autores principales: | , |
| Formato: | research tables/charts randomized controlled trial Journal Article |
| Publicado: |
Faculty of Sport
2023
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| Acceso en línea: | Ver este registro en EBSCOhost |
| Sumario: | Cooperative Learning promotes peer teaching that fosters active learner engagement and better retention and usefulness of knowledge. Research has shown that Cooperative Learning has a positive impact on motor learning in PE students. The aim of this study was to investigate whether Cooperative Learning is a more appropriate teaching approach for use in youth competitive athletics to improve children's motor learning, compared to the Direct Instruction used so far. Using cluster random assignment, twelve Slovenian track and field groups (140 young athletes) were divided into an experimental group that completed three Cooperative Learning units (30 training sessions) and a control group. The children's performances in four track and field skills were recorded and rated by three qualified assessors. A pretest-posttest research design was used. Nested analyses of covariance were conducted to examine whether the model (Cooperative Learning vs. Direct Instruction) affected posttest scores, adjusting for the average age of children and their track and field proficiency at baseline. Significant differences in favour of Cooperative Learning were found for three variables: track and field skills, low skipping, and crouch start. We found that Cooperative Learning is very effective in improving motor learning in youth competitive athletics and even more effective than Direct Instruction. The cooperative nature of the studied pedagogical model promotes peer teaching, giving feedback and taking responsibility, which has a more positive effect on the young athletes' sports skills than the traditional teaching method. Sodelovalno učenje spodbuja medvrstniško poučevanje, ki omogoča aktivno učenje in boljšo zapomnitev ter večjo uporabnost znanja. Raziskave so pokazale, da ima sodelovalno učenje pozitivne učinke na gibalno znanje učencev pri športni vzgoji. Namen naše študije je bil preučiti, če je sodelovalno učenje bolj primerna metoda poučevanja za uporabo v športu mladih z namenom izboljšanja gibalnega učenja, v primerjavi z direktnim poučevanjem, ki se je uporabljalo do sedaj. Dvanajst slovenskih atletskih skupin (140 mladih atletov) smo naključno razdelili v eksperimentalno skupino (ta je opravila tri enote sodelovalnega učenja na 30 treningih) in kontrolno skupino. Otroke smo posneli pri izvajanju štirih atletskih spretnosti. Posnetke so nato ocenili trije usposobljeni ocenjevalci. Uporabili smo raziskovalni načrt s pred- in post-testiranjem. Da bi ugotovili učinke modela (sodelovalno učenje proti direktnemu poučevanju) na končne rezultate in pri tem kontrolirali povprečno starost otrok pred eksperimentom in začetno atletsko znanje, smo uporabili grajeno analizo kovariance. Pomembne razlike v prid sodelovalnemu učenju so se pokazale pri treh spremenljivkah: atletske spretnosti, nizki skiping in nizki štart. Ugotovili smo, da je sodelovalno učenje zelo učinkovito za izboljšanje gibalnega znanja v tekmovalni atletiki mladih in da je učinkovitejše od direktnega poučevanja. Sodelovalna narava preučevanega pedagoškega modela spodbuja medvrstniško poučevanje, dajanje povratnih informacij ter prevzemanje odgovornosti in ima zato bolj pozitiven vpliv na športne spretnosti mladih atletov kot tradicionalna metoda poučevanja. |
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