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Mathematical Problems in Engineering
Volume 2014 (2014), Article ID 519291, 6 pages
Research Article

Effects of a Cooperative Learning Strategy on the Effectiveness of Physical Fitness Teaching and Constraining Factors

Department of Physical Education, Asia University, Taichung 413, Taiwan

Received 8 March 2014; Accepted 7 April 2014; Published 12 May 2014

Academic Editor: Her-Terng Yau

Copyright © 2014 Tsui-Er Lee. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.


The effects of cooperative learning and traditional learning on the effectiveness and constraining factors of physical fitness teaching under various teaching conditions were studied. Sixty female students in Grades 7–8 were sampled to evaluate their learning of health and physical education (PE) according to the curriculum for Grades 1–9 in Taiwan. The data were quantitatively and qualitatively collected and analyzed. The overall physical fitness of the cooperative learning group exhibited substantial progress between the pretest and posttest, in which the differences in the sit-and-reach and bent-knee sit-up exercises achieved statistical significance. The performance of the cooperative learning group in the bent-knee sit-up and 800 m running exercises far exceeded that of the traditional learning group. Our qualitative data indicated that the number of people grouped before a cooperative learning session, effective administrative support, comprehensive teaching preparation, media reinforcement, constant feedback and introspection regarding cooperative learning strategies, and heterogeneous grouping are constraining factors for teaching PE by using cooperative learning strategies. Cooperative learning is considered an effective route for attaining physical fitness among students. PE teachers should consider providing extrinsic motivation for developing learning effectiveness.