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Linking Cooperative Learning and Emotional Intelligence in Physical Education: Transition across School Stages

Author

Listed:
  • Sergio Rivera-Pérez

    (Physical Education & Exercise Lab, Teacher Training College, University of Extremadura, 10003 Cáceres, Spain)

  • Benito León-del-Barco

    (Department of Psychology, Teacher Training College, University of Extremadura, 10003 Cáceres, Spain)

  • Javier Fernandez-Rio

    (Department of Education Sciences, Faculty of Teacher Training and Education, University of Oviedo, 33003 Oviedo, Spain)

  • Jerónimo J. González-Bernal

    (Department of Psychology, University of Burgos, 09001 Burgos, Spain)

  • Damián Iglesias Gallego

    (Physical Education & Exercise Lab, Teacher Training College, University of Extremadura, 10003 Cáceres, Spain)

Abstract

The present research had two complementary aims: (a) to examine the associations between cooperative learning (CL) and emotional intelligence (EI) in physical education (PE) and (b) to explore and compare the use of CL in PE in primary education (PED), secondary education (SED) and baccalaureate (BA). A total of 1332 students (682 males, 650 females) took part in the study. All participants were aged between 10 and 20 years old (M = 13.09; SD = 2.47) and belonged to 13 different schools in Southwest Spain. They completed the cooperative learning questionnaire (CLQ), referring to the PE classes, in addition to the emotional intelligence questionnaire in physical education (EIQPE). Positive and significant associations were found between CL and EI in all school stages. In addition, moderately strong associations were uncovered between CL and the different dimensions of EI: emotional recognition, emotional control and regulation and emotional empathy. Participants belonging to classrooms with larger cooperation indices presented higher levels of EI. Results also highlighted a greater use of CL in PE classes during the PED stage in comparison to the SED and BA stages. These outcomes are discussed in light of the existing literature and methodological implications are derived for teaching PE. The use of CL in PE is recommended because of its positive contribution to the affective domain through IE. This will be especially important during the SED and BA stages, where lower rates of CL were observed.

Suggested Citation

  • Sergio Rivera-Pérez & Benito León-del-Barco & Javier Fernandez-Rio & Jerónimo J. González-Bernal & Damián Iglesias Gallego, 2020. "Linking Cooperative Learning and Emotional Intelligence in Physical Education: Transition across School Stages," IJERPH, MDPI, vol. 17(14), pages 1-11, July.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:14:p:5090-:d:384580
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    References listed on IDEAS

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    1. Diana Amado-Alonso & Benito León-del-Barco & Santiago Mendo-Lázaro & Pedro A. Sánchez-Miguel & Damián Iglesias Gallego, 2019. "Emotional Intelligence and the Practice of Organized Physical-Sport Activity in Children," Sustainability, MDPI, vol. 11(6), pages 1-11, March.
    2. Tsui-Er Lee, 2014. "Effects of a Cooperative Learning Strategy on the Effectiveness of Physical Fitness Teaching and Constraining Factors," Mathematical Problems in Engineering, Hindawi, vol. 2014, pages 1-6, May.
    3. David Hortigüela Alcalá & Alejandra Hernando Garijo & Ángel Pérez-Pueyo & Javier Fernández-Río, 2019. "Cooperative Learning and Students’ Motivation, Social Interactions and Attitudes: Perspectives from Two Different Educational Stages," Sustainability, MDPI, vol. 11(24), pages 1-11, December.
    4. Diana Amado Alonso & Benito León-del-Barco & Santiago Mendo-Lázaro & Damián Iglesias Gallego, 2020. "Examining Body Satisfaction and Emotional–Social Intelligence among School Children: Educational Implications," IJERPH, MDPI, vol. 17(6), pages 1-10, March.
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    1. Sergio Rivera-Pérez & Javier Fernandez-Rio & Damián Iglesias Gallego, 2020. "Effects of an 8-Week Cooperative Learning Intervention on Physical Education Students’ Task and Self-Approach Goals, and Emotional Intelligence," IJERPH, MDPI, vol. 18(1), pages 1-11, December.
    2. Van Han Pham & Sara Wawrzyniak & Ireneusz Cichy & Michał Bronikowski & Andrzej Rokita, 2021. "BRAINballs Program Improves the Gross Motor Skills of Primary School Pupils in Vietnam," IJERPH, MDPI, vol. 18(3), pages 1-8, February.
    3. Alba Lozano & Roberto López & Fernando J. Pereira & Carolina Blanco Fontao, 2022. "Impact of Cooperative Learning and Project-Based Learning through Emotional Intelligence: A Comparison of Methodologies for Implementing SDGs," IJERPH, MDPI, vol. 19(24), pages 1-17, December.

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