Cooperative learning and social behavior in physical education: A systematic review

Abstract

Background: Cooperative Learning (CL) may support students’ social development by promoting interaction, responsibility, and cooperation in physical education.Objective: This systematic review aimed to synthesize empirical evidence on social and social-emotional outcomes associated with CL implementation, variations in CL approaches, implementation characteristics across educational levels, and evidence regarding gender-related differences.Methods:  The review was conducted in accordance with the PRISMA 2020 guidelines. Searches of Scopus and ERIC identified 31 articles published between 2020 and 2025. Following duplicate removal, title and abstract screening, and full-text assessment, six studies met the eligibility criteria. Methodological quality was appraised using the Mixed Methods Appraisal Tool (MMAT) 2018, and findings were synthesized narratively.Results:  The included studies indicated that CL may support cooperation, interpersonal skills, peer communication and interaction, responsibility, positive interdependence, group processing, promotive interaction, individual accountability, empathy, and emotional regulation. However, evidence regarding gender-related differences was limited and inconsistent. All eligible studies were conducted in primary or secondary education settings, providing insufficient evidence to determine whether CL is more effective at a particular educational level.Conclusion: Overall, CL shows potential for supporting students’ social and social-emotional development in physical education. Further research using stronger study designs, more representative samples, clearer intervention fidelity reporting, and standardized social outcome measures is needed to strengthen the evidence base.