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.
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.
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.
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.
Work performance varies from one group to another, as each group is unique. Each group has its own degree of cohesion and structure. It consists of different types of individuals and has its own ...rules that are accepted differently by each member. Cohesion is the group characteristic which provides more information about how members identify themselves with the group and how cooperative are they in meeting the group's goals. This paper proves that group cohesion influences directly and positively the group performance and quality of its work activity and it also proves that group structure analysis is the key for improving the degree of group cohesion. The research was conducted in the Outbound Sales department of the telemarketing company Studio Moderna on 14 teams with 15 members each. The study methods used were the sociometric test on which cohesion indexes were calculated and sociograms were builded and the statistical regression which was used to demonstrate both, the direct link between cohesion and group performance and the direct link between cohesion and quality of group work activity. First of all, the present study demonstrates that, under proper leadership, a group with a higher degree
of cohesion will have a higher work performance and a higher quality of work activity than a group with a lower degree of cohesion. And secondly, this paper brings to the attention the importance of group structure in analyzing its cohesion in order to make proper changes at group level for increasing cohesion and performance.
This study aims to explore the predictors of workplace mobbing and to map possible solutions as stated by victims. Three distinct researches were conducted, as follows:
1. Sociometric test followed ...by semi-structured interviews with the members of a department offered an “in progress view” of the phenomenon.2. Theoretical analysis of organizational culture models and characteristics prone to mobbing were helpful in conceptualizing mobbing and preparing interviews.3. Semi-structured interviews with mobbing victims from different organizations were analyzed to find out how subjects define post-factum the early predictors of mobbing and provide solutions for the problem.
Fourth and 5th graders (
N
= 119) were individually interviewed regarding their reactions to completing group-administered, positive and negative peer nomination techniques. Results were consistent ...with previous findings of no obvious harm; but, additional, unique information regarding children's discussions was identified. For example, 7 children reported that 6 low-status peers were talked about behind their backs. However, these 7 children further reported that, to the best of their knowledge, none of the 6 low-status peers found out about the negative comments. No child reported having hurt feelings or having knowledge of anyone else having hurt feelings. Overall, 17% of the children (
n
= 20) reported that they were complimented by others; high-status peers were significantly more likely to be complimented. It was determined that the condition of minimal risk of harm, harm not greater than children might encounter in daily life, was not breached. Directions for further research are discussed.
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