Sport Education, Tactical Games, and Cooperative Learning: Theoretical and Pedagogical Considerations

TLDR

Sport Education, Tactical Games, and Cooperative Learning structures foster student‑centered, active learning that emphasizes decision making, social interaction, and cognitive understanding. The article presents Sport Education, Tactical Games, and Cooperative Learning as valuable instructional models in physical education. Situated learning serves as the theoretical framework linking these models, with teachers facilitating holistic activities that promote social, physical, and cognitive outcomes.

Abstract

The purpose of this article is to present Sport Education, Tactical Games, and Cooperative Learning as valuable instructional models in physical education. Situated learning is used as a theoretical framework and connection between Sport Education, Tactical Games, and Cooperative Learning. The structures of Sport Education, Tactical Games, and Cooperative Learning allow for participation to occur in a student-centered learning curriculum as opposed to a teacher-centered teaching curriculum. The teacher facilitates learning activities that have the potential to provide students with a holistic education that promotes social, physical, and cognitive learning outcomes. The emphasis is on active learning that involves the processes of decision making, social interaction, and cognitive understanding for students.