Physical Education as a Tool to Promote Cooperative Learning

Abstract

This article examines the potential of physical education (PE) to promote cooperative learning (CL) as a pedagogical approach that integrates cognitive, motor, socio-emotional, and attitudinal outcomes. Through a narrative review of academic literature in Spanish and English and of Ecuador’s official curricular documents, it analyzes theoretical foundations such as social interdependence and individual accountability, as well as implementation conditions—structures, roles, and formative assessment—alongside observed effects in school settings. The evidence synthesized indicates improvements in achievement, motivation, inclusion, classroom climate, critical thinking, and self-regulation, as well as common challenges: time management, teacher training, assessment of teamwork, and equity in participation. The article proposes a set of instructional guidelines aligned with the National Curriculum and the PE Methodological Guide for EGB and BGU, emphasizing authentic tasks, cooperative rubrics, and role rotation. The findings support the claim that PE, by virtue of its motor, playful, and inclusive nature, constitutes a privileged setting for consolidating CL in schools. Implications are discussed for curricular policy, teacher education, and applied research in Ecuadorian educational institutions.