Abstract
The purpose of this study was to examine the learning outcomes of P.E. classes with Performer
and Coach Earn Rewards (PACER), a cooperative learning model. To verify the effects of the PACER unit, a comparison was made by conducting a non-intervention unit at an elementary school different from that of the PACER unit. Mat exercise units were conducted during 9 lessons. Thirty-one fourth grade students in the PACER unit, and 30 in the general units participated. Students’ formative evaluation of every lesson and social skills questionnaires in the before and after units were collected. The movement skills for the backward roll and cartwheel in the before and after units and observation of students’ human relationships were video recorded and analyzed according to the criteria for observational evaluation and category.
The main results were as follows:
(1) The students’ formative evaluation showed high scores for both the PACER and general units. In the PACER unit, the average scores for the“Achievement” and “Cooperation” dimensions were high throughout the unit. This means that the PACER unit was a unit in which the students were able to experience achievement and cooperate with their peers.
(2) The total scores for the students’ social skills in the PACER unit were improved. These skills, “consideration toward others” and “assertiveness” showed significant improvement. The observed students’ human relationships supported these findings, as many positive relational behaviors were observed.
(3) The general impression was that the backward roll was less adept and that the cartwheel was improved in the general unit. However, both the backward roll and the cartwheel were improved in the PACER unit.
These results suggest that PACER could be effective for improvement of social skills and movement quality as part of the mat exercise unit in which the backward roll and cartwheel are taught.
