How to structure group work? Conditions of efficacy and methodological considerations in physical education.

Autor/inn/en	Lafont, Lucile; Rivière, Camille; Darnis, Florence; Legrain, Pascal
Titel	How to structure group work? Conditions of efficacy and methodological considerations in physical education. Gefälligkeitsübersetzung: Wie kann man Gruppenarbeit strukturieren? Wirksamkeitsbedingungen und methodische Überlegungen im Sportunterricht.
Quelle	In: European physical education review, 23 (2017) 3, S. 327-338Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1356-336X; 1741-2749
DOI	10.1177/1356336X15626639
Schlagwörter	Kommunikation; Motorische Entwicklung; Selbstwirksamkeit; Soziale Beziehung; Forschungsprogramm; Lernprozess; Lerntheorie; Soziales Lernen; Gruppenarbeit; Unterrichtsmethode; Inklusion; Bewegung (Motorische); Sportpädagogik; Sportunterricht; Kooperation
Abstract	This article is grounded in social constructivist perspectives of learning: its purpose is to provide an overview of the 'Interactions Sociales et Acquisition' (ISA) [Social Interactions and Acquisition] French group's research that examines how a peer-assisted learning (PAL) group context facilitates students' acquisition of motor and social skills in physical education (PE). Issues addressed include the pairing of students in dyads and how training them to endorse tutor and tutee roles facilitates students to work in small groups. The effects of peer interaction on social relations and the inclusion of students with special needs are also overviewed. Findings regarding the influence of student interactions on learning were derived using a variety of data collection methodologies, including quantitative data used to test the effectiveness of various interactive procedures and qualitative analyses of verbal protocols to better understand the interactive dynamics involved in such learning devices. The ISA work highlights the complementary value of both of these methodological approaches for studying group work effects. ISA findings suggest that PE teachers prepare students for functional interaction group work by taking into consideration the students' characteristics (like gender or desire for control) in the constitution of dyads and then effectively training the tutors to deliver the expected content. Cooperative learning (CL) contexts also provided a viable alternative for facilitating the inclusion of students with disabilities or those with lower initial skill levels. (Autor).
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2018/1