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

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...

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Autores principales: Rivera-Pérez, Sergio, León-del-Barco, Benito, Fernandez-Rio, Javier, González-Bernal, Jerónimo J., Iglesias Gallego, Damián
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2020
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7400461/
https://www.ncbi.nlm.nih.gov/pubmed/32679653
http://dx.doi.org/10.3390/ijerph17145090
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author Rivera-Pérez, Sergio
León-del-Barco, Benito
Fernandez-Rio, Javier
González-Bernal, Jerónimo J.
Iglesias Gallego, Damián
author_facet Rivera-Pérez, Sergio
León-del-Barco, Benito
Fernandez-Rio, Javier
González-Bernal, Jerónimo J.
Iglesias Gallego, Damián
author_sort Rivera-Pérez, Sergio
collection PubMed
description 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.
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spelling pubmed-74004612020-08-07 Linking Cooperative Learning and Emotional Intelligence in Physical Education: Transition across School Stages Rivera-Pérez, Sergio León-del-Barco, Benito Fernandez-Rio, Javier González-Bernal, Jerónimo J. Iglesias Gallego, Damián Int J Environ Res Public Health Article 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. MDPI 2020-07-15 2020-07 /pmc/articles/PMC7400461/ /pubmed/32679653 http://dx.doi.org/10.3390/ijerph17145090 Text en © 2020 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Rivera-Pérez, Sergio
León-del-Barco, Benito
Fernandez-Rio, Javier
González-Bernal, Jerónimo J.
Iglesias Gallego, Damián
Linking Cooperative Learning and Emotional Intelligence in Physical Education: Transition across School Stages
title Linking Cooperative Learning and Emotional Intelligence in Physical Education: Transition across School Stages
title_full Linking Cooperative Learning and Emotional Intelligence in Physical Education: Transition across School Stages
title_fullStr Linking Cooperative Learning and Emotional Intelligence in Physical Education: Transition across School Stages
title_full_unstemmed Linking Cooperative Learning and Emotional Intelligence in Physical Education: Transition across School Stages
title_short Linking Cooperative Learning and Emotional Intelligence in Physical Education: Transition across School Stages
title_sort linking cooperative learning and emotional intelligence in physical education: transition across school stages
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7400461/
https://www.ncbi.nlm.nih.gov/pubmed/32679653
http://dx.doi.org/10.3390/ijerph17145090
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