Chiu, Yi Chuan
College of Humanities and Designs, Lunghwa University of Science and Technology, Taiwan (firstname.lastname@example.org)
Hsin, Li Hua
Department of Tourism and Leisure, Lunghwa University of Science and Technology, Taiwan (email@example.com)
Huang, Fei Hsin*
Graduate Institute of Physical Education, National Taiwan Sport University, Taiwan (firstname.lastname@example.org)
Five alternative generic models on Physical Education were addressed by Jewett et al. (1995). Although these five generic models enumerate the main curriculum design, it rarely presents well the full view of it. Cooperative learning (CL) is generally adopted by the teachers in social science field and receives splendid effects. In the field of physical education, there are also numerous successful examples applied on CL model. On the other hand, CL curriculum emphasizes on active learning that involves the processes of social interaction, making decision, and cognitive outcome to provide students with a holistic education; that was expelled from the five generic models. Therefore, this study adopts content analysis to explore the link between cooperative learning and social responsibility in physical education. Aforementioned, the contribution of this study is preliminarily building up CL model on social responsibility value orientation in physical education for the extension of Jewett et al. (1995) to complete the structure of the theoretical integrity.
Keywords: physical education; curriculum development model; cooperative learning; social responsibility; curriculum design