The comparison of cooperative, competitive and individual learning approaches on selected physical and motor fitness factors in school children: The mediator role of perfectionism and self-esteem

The aim of this research was to compare the effect of cooperative, competitive and individual learning approaches on selected physical and motor fitness factors in school children with mediator role of perfectionism and self-esteem. For this reason, 120 boy students with aged mean of 12±0/3 years with multi-stage cluster sampling method in 1 area of Tehran were selected and randomly divided into three experimental groups. After determining the base line measures for some factors such as agility (4×9 running), flexibility (sit and reach), abdominal endurance (sit-up) and Cardiorespiratory endurance (540-m running) AAPHERD tests, the subjects trained for 20 session (2 sessions in week) and measurements were repeated (post-test). Also, All students were complete the perfectionism and self-esteem questionnaires in pre and post test. Data were analyzed using one-way ANOVA, one-way ANCOVA and Tukey post hoc and the level of significance was set at P<0.05. The one-way ANOVA test and one-way ANCOVA test (through the mediating role of self-esteem and perfectionism personality traits) results showed that cooperative learning approach in homogeneous, regular, and small groups is significantly more effective than the competitive and individual learning approaches in regards to improving the physical and motor fitness (P<0.05). Generally, the results of present research supported the social and behavioral learning theory in cooperative learning (Morgan, 2003). Based on the findings of the present study, it could be suggested that for enhancing mental and physical fitness in children, and taking the advantages of cooperative learning approach, physical education teachers could use this method for teaching physical education.