COOPERATIVE LEARNING IN PHYSICAL EDUCATION AND SPORT CLASS

Abstract

Educational systems have been constantly questioning existing learning models and/or designing new ones in order to prepare students for living in an ever-changing society. At the same time, more and more attention is being paid to the SEL (social and emotional learning). An alternative to students’ needs is, most likely, the model of cooperative learning, which represents a form of group work and of work in pairs, where students reach their goals through collective agency. Although this model has proven itself with reference to outcomes in all three learning domains (psycho-motoric, cognitive, and affective) and, consequently, in the SEL as well, it has failed to take a prominent place in physical education and sport classes in Serbia. By encouraging students to collaborate more actively in class and provide support to each other, it is possible to contribute to improving motor/motory/physical abilities and acquiring motor/motory/physical skills, as well as coning social skills, in particular interpersonal skills and communication skills, and developing emotional competences. During empirical research, students have designated this model as a useful and interesting one, with its application encouraging greater motivation for practicing. To this end, the paper uses the theoretical analysis and synthesis method, and it aims at identifying theoretical specificities and possibilities of applying the cooperative learning in the physical education and sport class.