1. Integrating Cooperative Games in Elementary Physical Education Susan Neumann California State University, Northridge

2. Introduction

3. Games and play –Personalities –Socialization Positive behaviors not always exemplified Lack of Fun Disinterest in cooperation tarnished physical skillsactivity

4. Teach cooperative activities in Physical education classes Solution?

5. What is cooperative learning? Small groups Solve a common problem Success of the group Individual learning Focus = process used

6. Why Cooperative Learning? Benefits from problem solving activities: –Communication skills –Positive social interaction –Critical thinking development –Reduced aggressive behavior –Increased self-esteem

7. Purpose

8. To investigate the effects of integrating cooperative activities in elementary physical education programs

9. Methods

10. Subjects 2 fifth grade classes 1 elementary school in Southern California 20-25 students per class 2 physical education specialists

11. Procedures 1.Informed consent, health clearances 2.Traditional lesson plans 3.Cooperative lesson plans 4.P.E. for 30 minutes, 3 times a week for 12 weeks

12. Data Collection 1.Teacher interviews 2.Student interviews 3.Student self-batteries, tests 4.Teacher questionnaires 5.Field observations

13. Instruments Severy’s (1975) questionnaire Horrocks’ (1979) Prosocial Play Behavior Inventory (HPPBI) New Jersey Test of Reasoning Skills Teacher Report Form (TRF) Self-Perception Profile for Children (SPPC) Social Interaction Behavior Critical Thinking Aggression Self-Esteem

14. Hypothesis

15. Students participating in cooperative activities as part of a physical education program will exhibit signs of increased communication, positive social interaction, critical thinking skills, reduced aggressive behavior, and higher self-esteem

16. Results

17. Findings supported the researcher’s hypothesis Teacher Interviews Students in cooperative activities showed: Increased signs of communication Positive social interaction Increased critical thinking skills Reduced aggressive behavior Higher self-esteem

18. Student Interviews “Now I feel like more a part of the group” “I get along better with others” “Classmates include me in games at recess” “I have more friends now”

19. Severy’s Questionnaire VariablesCooperative P.E. (mean +/- SD) Traditional P.E. (mean +/- SD) 1. Total helping tendency 31.0 +/- 4.3617.8 +/- 5.72 2. Teacher dependence 4.54 +/- 1.290.75 +/- 1.28 3. Caring about others 12.65 +/- 2.101.91 +/- 1.31 4. Number of friends 4.05 +/-.992.70 +/- 1.29

20. Horrocks’ Prosocial Play Behavior Inventory VariablePre-testPost-test Judgment –Cooperative –Traditional 2.64 (.33) 2.55 (.39) 2.65 (.33) 2.00 (.38) Reason –Cooperative –Traditional 3.26 (.85) 3.03 (1.1) 4.01 (.85) 3.09 (1.1) Intention –Cooperative –Traditional 2.58 (.33) 2.53 (.34) 2.88(.33) 2.66 (.34) Behavior –Cooperative –Traditional 3.40 (.53) 3.30 (.52) 4.11 (.53) 3.88 (.52)

21. New Jersey Test of Reasoning Skills Cooperative P.E. Pre-test: 26.53 SD=6.53 Post-test: 29.49 SD=6.49 Difference of t(25)=6.51 Traditional P.E. Pre-test: 25.68 SD=6.59 Post-test: 26.29 SD=6.99 Difference of t(25)=1.70

22. Teacher Report Form Before intervention: At risk = 25.00 (sd dev. = 11.10 Comparison = 1.86 (sd dev. = 1.96) After intervention: At risk = 3.67 (sd dev. = 1.18) Comparison =0.67 (sd dev. = 1.06)

23. Self-Perception Profile for Children VariablePre-testPost-test Global Self-Worth –Cooperative –Traditional 2.64 (.33) 2.55 (.39) 2.65 (.33) 2.00 (.38) Athletic Competence –Cooperative –Traditional 3.26 (.85) 3.03 (1.1) 4.01 (.85) 3.09 (1.1) Social Acceptance –Cooperative –Traditional 2.58 (.33) 2.53 (.34) 2.88(.33) 2.66 (.34) Physical Appearance –Cooperative –Traditional 3.40 (.53) 3.30 (.52) 4.11 (.53) 3.88 (.52)

24. Discussion

25. Severy’s (Social Interaction) Helping behavior significantly higher Increased socialization Horrocks’ (Behavior) Higher scores in judgment, reason, intention and behavior New Jersey Test (Critical Thinking) Critical thinking scores were higher after intervention

26. TRF (Aggression) Increase engagement of antisocial children Decrease aggression SPPC (Self-Esteem) Positive effect on the self-conceptions of students

27. Conclusion

28. Results from interviews with students and teachers, along with findings from questionnaires and tests confirm cooperative activities as part of a physical education program produce:

29. -Increased communication -Positive social interaction -Increased critical thinking skills -Reduced aggressive behavior -Higher self-esteem

30. Limitations

31. -Small sample size -Student self-reported information not completely reliable -Some bias in teacher reports might exist -Physical education teachers not specifically certified in elementary