Although there are different proposals in Spain to apply cooperative learning in physical education, they are focused on specific physical-sport activities or on very specific cooperative structures. ...In our country, there is a lack of comprehensive proposals aimed at facilitating the implementation of this pedagogical model in an extensive way, including all the motor action domains imposed by the education regulations. This article provides a model to apply cooperative learning in the area of physical education within the educational stages of primary and secondary school including all existing approaches up to now. The program is structured in four phases: 1) trust – group cohesion, 2) familiarization 3) consolidation and 4) performance, which embraces the five motor action domains that are established for the P.E. and the variables to take into account in the design of the activity: timing, number of lessons and activities, rules, group dynamics, roles, practice spaces, cooperative learning principles, teamwork skills, cooperative structures and techniques.
Embora existam diferentes propostas na Espanha para aplicar a aprendizagem cooperativa na educação física, estas se concentram em atividades físico-desportivas específicas ou em estruturas cooperativas muito específicas. Em nosso país faltam propostas abrangentes que visem facilitar a implantação desse modelo pedagógico de forma ampla, abrangendo todos os domínios da ação motora impostos pelas normas educacionais. Este artigo fornece um modelo de aplicação da aprendizagem cooperativa na área de educação física nas etapas educacionais do ensino fundamental e médio que engloba todas as abordagens existentes até o momento. Um programa estruturado em quatro fases: 1) confiança - coesão do grupo, 2) familiarização 3) consolidação e 4) desempenho, que abrange os cinco domínios da ação motora que se estabelecem para a E.F. e as variáveis a ter em conta na concepção da atividade: tempo, número de sessões e atividades, regras, dinâmica de grupo, papéis, espaços de prática, princípios de aprendizagem cooperativa, habilidades de trabalho em equipe, técnicas e estruturas cooperativas.
Aunque existen en España diferentes propuestas para aplicar el aprendizaje cooperativo en la educación física estas se centran en actividades físico-deportivas específicas o en estructuras cooperativas muy concretas. Faltan en nuestro país propuestas integrales destinadas a facilitar la implantación de este modelo pedagógico de forma extensiva abarcando todos los dominios de acción motriz que impone la normativa educativa. En este artículo se aporta un modelo para aplicar el aprendizaje cooperativo en el área de la educación física dentro de las etapas educativas de primaria y secundaria que engloba todos los enfoques existentes hasta el momento. Un programa estructurado en cuatro fases: 1) confianza–cohesión grupal, 2) familiarización 3) consolidación y 4) rendimiento, que abarca los cinco dominios de acción motriz que se establecen para la E.F. y las variables a tener en cuenta en el diseño de la actividad: Temporalización, número de sesiones y actividades, reglas, dinámica de las agrupaciones, roles, espacios de práctica, principios de aprendizaje cooperativo, destrezas de trabajo en equipo, técnicas y estructuras cooperativas.
Establishment of the emergency state in the middle of March 2020 brought some important changes in everybody's routine, children being also affected by the limitations of the newly arrived ...circumstances. In this context, because of the restrictios of movement and interactions, communication with others and dynamics of groups have suffered modifications. The transition from primary socialization (inside family) to the secondary socialization (inside school – the first group, after family, that an individual attends to) is accompanied by the immediate interaction with the members of the new group and the building-up of the structures and processes at its level, which is the main reason why, with the pandemic, those connections have been interrupted or could not be secured at all.
Introduction: School is a socializing environment where a substantial part of children’s socio-emotional development takes place. For many children, their school years are imbued with experiences of ...rejection by their peers and feelings that the teacher also berates them constantly. But the role that social-emotional skills and disruptive behaviours play in these experiences is not clear. Methodology: This study analyses the relationship between integration in the class group, social-emotional skills and disruptive behaviours in a sample of 149 pupils between the ages of 10 and 12 years, using an EQI test, sociometric test, and a teacher questionnaire. Data analysis has been done using statistic descriptive and inferential tests. Results: The results show that socio-empathy and self-assessment are the best predictors for reciprocity in peer group relationships. Emotional intelligence and disruptive behaviours have a mild effect on peer acceptance and rejection. But there are differences in the rejection factors depending on sex. The most rejected boys are the ones who have poorer emotional intelligence and who overvalue selection by their peers. The most rejected girls are the ones who are less open to the group and make fewer selections. These girls also seem to exhibit lower adaptability than girls more open to the group. Conclusions: In peer acceptance there are multiple factors involved that have synergic effects, creating a loop that could magnify the differences in children’s social abilities and in the construction of their peer social network throughout their development.
La dinámica social establecida en la actualidad demanda de los docentes la constante actualización a través de formación. Uno de los ámbitos formativos se centra en el desarrollo e implementación ...dentro del aula de metodologías activas que permitan al alumno construir su propio aprendizaje. El Aprendizaje Cooperativo (AC) incide de forma directa en la construcción propia del aprendizaje desde la dimensión social, ya que es en este ámbito donde tienen cabida los procesos de aprendizaje. Nuestra investigación se centra en la influencia del AC en el estatus sociométrico del alumnado de educación primaria y secundaria. Para ello se ha desarrollado una herramienta que permite delimitar el impacto de esta metodología activa a través de la variación producida en el estatus sociométrico del alumno dentro del grupo clase. Se presenta aquí el proceso de validación de la herramienta desarrollada.
The mission, desire and preoccupation of each teacher are or should be to ensure academic achievement for each student, by mobilizing all necessary resources. We observe the academic achievement ...through a variety of educational finalities, and involving socio-affective and personality dimensions indispensable for an effective functioning of the individual within the community. The objective of the research is to underline the influence of the sociometric status of students upon academic achievement. We formulated the hypotheses that positive sociometric status is associated with academic achievement, while negative sociometric status is associated with academic failure. In order to assess them, we applied a three-item sociometric test, and we elaborated the sociomatrices and the sociograms for each group/class in order to extract the annual qualifications for the students within the investigated sample from class registers; afterwards, we carried out the statistical analysis of the data. The findings partially confirm the working hypotheses. Overall, we found a significant relation between the sociometric status of students and academic achievement. A difference was found between students with a positive status and those with zero sociometric status, from the perspective of academic achievement. The investigation revealed that the gender variable has no significant influence on the degree of the relation between sociometric status and academic achievement; while the degree / the stage of schooling variable has a moderating role.
This study sought out to understand the process of school inclusion of a student with physical disabilities in a public school in the Federal District of Brazil (Distrito Federal), with an emphasis ...on social interactions. Under this perspective, it was retrospectively analyzed the student's social position relative to their peers in order to identify elements that could contribute to the process of school inclusion of a physically disabled student. The theoretical reference had as input the bioecological model of human development followed by fundamental concepts of disability, social and educational inclusion. The social position of the person with disability related to her classmates in the classroom context was identified by means of sociometric test. The main results showed unfavorable social position of the student related to her peers and the lack of cohesion of the group as hindering her process of inclusion in the school. It was concluded that attitudinal barriers made it impossible her full integration in school. The possible impact of the poor quality of social interactions of the student for the student's development was discussed.
El bullying es una de las formas de violencia más comunes en la actualidad escolar. El artículo presenta una experiencia en la que se utiliza la sociometría como metodología para conocer las ...relaciones existentes en el aula (mediante test sociométrico y matriz sociométrica), junto con otros instrumentos de corte cualitativo (diario de campo y guía de observación) para desarrollar una metodología mixta (cuantitativa y cualitativa). Tras los resultados se plantea una propuesta de intervención para la prevención del bullying que se sustenta sobre el método socioafectivo (método para trabajar empatía). Los resultados obtenidos manifiestan la importancia de desarrollar dinámicas en el aula que trabajen la empatía y habilidades sociales y el impacto positivo que ello supone en el aula.
The goal of this research based on socio-metric test results, to show the relations between domestic basketball players and visitors basketball players within Trepça basketball Club from Mitrovica. ...The research has been made based on a sample of Kosovo Superleague in basketball, in fact with the basketball players of Trepça from Mitrovica during 2008/09. Based on this sample 16 basketball players aged 19 to 30 have been included. Relevant data about this research have been collected through a questionnaire (Paranosic and Lazareviq, 1975). Based on the socio-metric results we can come to the conclusion that there is a different socio-metric structure in the team. There are individuals who were different from the others in the team based on positive evaluation (+) so-called “star” in the team, who were the domestic players as well as individuals who were negatively (-) evaluated, so-called “the negative stars”, who represent a weaker relation in the team, and the were the visitors.
This study sought out to understand the process of school inclusion of a student with physical disabilities in a public school in the Federal District of Brazil (Distrito Federal), with an emphasis ...on social interactions. Under this perspective, it was retrospectively analyzed the student's social position relative to their peers in order to identify elements that could contribute to the process of school inclusion of a physically disabled student. The theoretical reference had as input the bioecological model of human development followed by fundamental concepts of disability, social and educational inclusion. The social position of the person with disability related to her classmates in the classroom context was identified by means of sociometric test. The main results showed unfavorable social position of the student related to her peers and the lack of cohesion of the group as hindering her process of inclusion in the school. It was concluded that attitudinal barriers made it impossible her full integration in school. The possible impact of the poor quality of social interactions of the student for the student's development was discussed.
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