Effects of cooperative learning in youth athletics’ motivational climate, peer relationships and self-concept

Dados Bibliográficos

ID21783728
AutoresLea Železnik Mežan (University of Ljubljana, autor correspondente), Branko Škof (University of Ljubljana), Bojan Leskošek (0009-0005-6425-0601, University of Ljubljana), Sasa Cecić Erpič (0000-0001-9612-0418, University of Ljubljana)
Ano2025
Volume30
Fascículo4
Páginas444-461
Data de publicação2025-07-04
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoPhysical Education and Sport Pedagogy (JOURNAL)
Identificadores do periódicoISSN: 1740-8989 • E-ISSN: 1742-5786
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/17408989.2023.2232814
OpenAlexW4383754889
IdiomaEN
Citações recebidas2
Referências citadas37

Background Youth sport is threatened by an enormous dropout of prospective athletes. For this reason, we sought a training approach that would enhance young athletes’ learning in areas that should be critical for their retention in sport. According to current literature, a mastery motivational climate, good peer relationships and a good self-concept should have a positive impact on the length of an athlete’s career. The results of previous studies, albeit in physical education (PE), have shown the effectiveness of Cooperative Learning (CL) in achieving various affective, social, physical and cognitive learning goals. However, the impact of CL in competitive sport has not yet been investigated.Purpose The aim of this study was to investigate in youth athletics, (a) whether CL is more effective than previously used Direct Instruction (DI) in achieving specific goals in the social and affective domains, and (b) whether CL can promote the development of movement skills at least to the same extent as DI.Methods An experimental pretest–posttest comparison group design was used. Twelve Slovenian athletics trainers and 157 athletes (9.56 ± 0.73 years) were included in the sample. They were randomly divided into an experimental group (EG) that completed three consecutive CL units and a control group (CG) that continued with DI according to the control programme. The effects of the models were assessed using three standardised psychological questionnaires measuring peer relationships, motivational climate and self-concept. The movement skills of the young athletes were measured using four standardised fitness tests. One-Way ANCOVAs were conducted to examine whether the model (CL vs. DI) influenced posttest scores, taking into account pretest scores. We also captured all three elements of fidelity to CL.Findings There were significant posttest differences between the EG and the CG in peer relationships, emotional self-concept, mastery and performance motivational climate. The differences between the groups on the four physical variables were not significant.Conclusion The results confirmed that CL promotes better peer relationships, higher levels of mastery motivational climate, lower levels of performance climate and better emotional self-concept in young track and field athletes compared to DI. According to the current literature, improving these social and affective variables should reduce dropout rates in promising athletes. Therefore, we appeal to athletics federations to recognise the benefits of CL. We propose to inform trainers about the positive effects of CL and to include it in the education and training of trainers

Athletes · Developmental psychology · Peer group · Physical therapy · Applied Psychology · Medicine · Motivation and Self-Concept in Sports · Physical Education and Pedagogy · Psychology · Social Psychology · Sport Psychology and Performance