Implementación de una estrategia de aprendizaje cooperativo en primer curso de grado en ciencias del deporte

  1. Elena Hernández 1
  2. Inmaculada García Sánchez
  1. 1 Universidad Pablo de Olvide de Sevilla
Revista Iberoamericana de Educación

ISSN: 1681-5653

Year of publication: 2012

Volume: 60

Issue: 4

Pages: 11

Type: Article

DOI: 10.35362/RIE6041296 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Revista Iberoamericana de Educación


Cited by

  • Dialnet Metrics Cited by: 1 (29-03-2023)


  • Social Sciences: B


One of the objectives pursued by the new European Higher Education Area (EHEA) is committed to a more participatory methodology and constructivist teaching that places the students in the learning center. The purpose of this paper is to present a proposal for implementation of teaching through cooperative learning in a subject that is taught in the first- grade course in Physical Activity Sciences and Sports, University Pablo de Olavide (Sevilla). This proposal is based on the use of a methodological strategy called "Puzzle Technique." The steps to perform this technique are: a) selection by the teacher / material to a work that can reasonably be divided into independent parts, b) individual reading and preparation of material; c) expert meeting and preparation of the contents in a group, d) submission to members of the group (with rotary speaker roles, critical and time control) and discussion of the work. In this methodological approach the student becomes the center of learning (active) and developing a critical attitude of shared responsibility.

Bibliographic References

  • AZNAR, S.; WEBSTER, T., y LÓPEZ CHICHARRO, J. (2006). Actividad Física y Salud en la Infancia y Adolescencia. Guía para todas las personas que participan en su educación. Madrid, Ministerio de Sanidad y Consumo. Ministerio de Educación y Cultura.
  • BARRETT, T. (2005). “Effects of cooperative learning on the performance of sixth-grade physical education students”. Journal of teaching in physical education, 24, 88-102.
  • CINELLI, B.; WOLFORD, C.; BECHTEL, L. y ROSE-COLLEY, M. (1994). “Applying cooperative learning in Health Education Practice”. Journal of School Health, 64, 3.
  • CONTRERAS, O. R. (1998). Didáctica de la educación fisica. Un enfoque constructivista. Barcelona. INDE.
  • DYSON, B. (2002). “The implementation of cooperative learning in an elementary physical education program”. Journal of teaching in physical education, 22, 69-85.
  • ELOSUA, R. (2002). “Actividad Física. Un eficiente y olvidado elemento de la prevención cardiovascular, desde la infancia hasta la vejez”. Revista Española de Cardiología, 58 (8): 887-90.
  • GRIFFIN, L. L. y BUTLER, J. I. (2005). Teaching games for understanding. Champaign, IL: Human Kinetics.
  • HANNAN, J.C. y RATLIFFE, T. (2004). “Cooperative learning in physical education”. Strategies, 17, 29-32.
  • HASTIE, P. A. y SIEDENTOP, D. (1999). “An ecological perspective on physical education”, European Physical Education Review, 5(1), 9-29.
  • RILEY. VW. y ANDERSON, P. (2006). “Randomized study on the impact of cooperative learning. Distance education in public health”. The quarterly review of distance education, 7(2), 129-144.
  • ROVEGNO, I. (1994). “Teaching within a curricular zone of safety: School culture and the situated nature of student teachers' pedagogical content knowledge”. Research Quarterly for Exercise & Sport, 65(3), 269-279
  • RUIZ, E.; HERNÁNDEZ, F. y UREÑA, F. (2008). Evaluación y Calidad Del Aprendizaje en Educación Superior. Murcia. Diego Marín.
  • SIEDENTOP, D. (1994). Sport education: Quality PE through positive sport experiences. Champaign, IL: Human Kinetics.