From movement skills to social inclusion: a systematic review of cooperative learning across activity-based learning
DOI:
https://doi.org/10.47197/retos.v86.119884Keywords:
cooperative learning, movement competence, physical activity, social inclusion, physical educationAbstract
Introduction: Cooperative learning has increasingly been applied in physical education and other activity-based learning contexts to connect movement development with motivation, peer interaction, responsibility, and inclusion. However, the evidence had remained fragmented across educational levels, activity types, intervention designs, and outcome domains.
Methodology: Scopus was searched on 13 July 2026 using a predefined Boolean strategy and eligibility criteria. Of 1,177 records initially identified, 36 unique studies published from 2017 to 2026 were included after publication-year and database restrictions, scope assessment, and eligibility screening. Because participants, activities, interventions, designs, and measures were heterogeneous, findings were synthesized narratively across four domains. Methodological quality was assessed using RoB 2, ROBINS-I, and design-specific MMAT criteria.
Results: Cooperative learning was associated with favorable outcomes in motor skills, academic learning time, motivation, responsibility, peer relationships, empathy, and prosocial behavior. Social-affective benefits did not consistently coincide with superior physical performance, and physical-activity outcomes varied with intervention duration, task design, habituation, and teacher support. Methodological appraisal revealed frequent concerns, especially in nonrandomized studies.
Discussion: Positive interdependence, individual accountability, meaningful roles, feedback, and sustained teacher scaffolding appeared important for productive cooperation, whereas poorly structured group work could reproduce dominance, inactivity, or unequal participation. Conclusions: Cooperative learning should not be assumed to be inclusive by default; its educational value appears to depend on equitable task access, meaningful contribution, sufficient movement opportunities, explicit peer-feedback structures, and sustained implementation.
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This journal provides immediate open access to its content (BOAI, http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess) on the principle that making research freely available to the public supports a greater global exchange of knowledge. The authors may download the papers from the journal website, or will be provided with the PDF version of the article via e-mail.
