Model fidelity and students' responses to an authenticated unit of Cooperative Learning

Ashley Casey*, Victoria A. Goodyear, Ben P. Dyson

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

16 Citations (Scopus)
427 Downloads (Pure)


A wealth of school-based interventions report on students' positive responses to the use of models-based practice in physical education. However, research that examines the effectiveness of models-based practice rarely reports on the fidelity of implementation i.e., when all of the characteristics of a model are implemented. The purpose of this study was to explore model fidelity in the use of the Cooperative Learning model. Action research and systematic observation (using the Cooperative Learning Validation Tool which acknowledged the observation of key characteristics of the model) were used to confirm model fidelity. Consequently, the themes which emerged from the data analysis of could be directly linked to the authentic use of Cooperative Learning context. The paper concludes by arguing that when reporting on findings from empirical research on the use of Cooperative Learning we need to adopt a more robust approach in determining-through rigor and quality of research-the authenticity of implementation.

Original languageEnglish
Pages (from-to)642-660
Number of pages19
JournalJournal of Teaching in Physical Education
Issue number4
Publication statusPublished - Oct 2015


  • Authenticity
  • Models-based practice
  • Pedagogical models
  • Pedagogy

ASJC Scopus subject areas

  • Orthopedics and Sports Medicine
  • Physical Therapy, Sports Therapy and Rehabilitation
  • Education


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