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How to Structure Group Work? Conditions of Efficacy and Methodological Considerations in Physical Education

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Title: How to Structure Group Work? Conditions of Efficacy and Methodological Considerations in Physical Education
Language: English
Authors: Lafont, Lucile, Rivière, Camille, Darnis, Florence, Legrain, Pascal
Source: European Physical Education Review. Aug 2017 23(3):327-338.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 12
Publication Date: 2017
Document Type: Journal Articles
Reports - Descriptive
Education Level: Middle Schools
Secondary Education
Junior High Schools
Grade 6
Intermediate Grades
Elementary Education
Grade 7
Descriptors: Group Activities, Physical Education, Interpersonal Competence, Psychomotor Skills, Peer Teaching, Tutoring, Tutors, Qualitative Research, Statistical Analysis, Peer Relationship, Cooperative Learning, Physical Education Teachers, Group Dynamics, Inclusion, Disabilities, Special Needs Students, Physical Activities, Middle School Students, Gender Differences, Grade 6, Grade 7
DOI: 10.1177/1356336X15626639
ISSN: 1356-336X
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.
Abstractor: As Provided
Number of References: 56
Entry Date: 2017
Accession Number: EJ1147865
Database: ERIC
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  Data: How to Structure Group Work? Conditions of Efficacy and Methodological Considerations in Physical Education
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  Data: <searchLink fieldCode="SO" term="%22European+Physical+Education+Review%22"><i>European Physical Education Review</i></searchLink>. Aug 2017 23(3):327-338.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: 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.
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        Value: 10.1177/1356336X15626639
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      – Text: English
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      – SubjectFull: Group Activities
        Type: general
      – SubjectFull: Physical Education
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      – SubjectFull: Interpersonal Competence
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      – SubjectFull: Psychomotor Skills
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      – SubjectFull: Peer Relationship
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      – SubjectFull: Cooperative Learning
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      – TitleFull: How to Structure Group Work? Conditions of Efficacy and Methodological Considerations in Physical Education
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