Resumen

QUINTANA OTERO, Ramiro Norberto; PALACIOS GARAY, Jessica Paola; ALARCON DIAZ, Mitchell Alberto  y  DAMIAN NUNEZ, Edgar Froilán. Cooperative games in primary school students: Levels and dimensions in the physical education class. Revista InveCom [online]. 2026, vol.6, n.1, e601075.  Epub 21-Jul-2025. ISSN 2739-0063.  https://doi.org/10.5281/zenodo.15509353.

Cooperative games are presented as an effective pedagogical strategy for fostering social, emotional, and teamwork skills, which are essential for both learning and school coexistence. In this context, the present study aimed to analyze the levels of development of cooperative games and their main dimensions in the area of ​​physical education, specifically among elementary school students. To this end, the goal was to identify the levels achieved in dimensions such as active participation, collaboration, respect, communication, empathy, and conflict resolution. The research adopted a quantitative approach, with a descriptive, non-experimental cross-sectional design. A validated checklist was applied to a sample of 503 students, aged 10 to 13, selected through non-probability convenience sampling. The results revealed that the majority of students had low levels of active participation (66.2%), conflict resolution (69.6%), and empathy (69.4%). In contrast, only moderate progress was observed in the dimensions of collaboration and respect. These findings reflect a limited consolidation of cooperative skills, which negatively impacts the classroom climate and the quality of collective learning. In conclusion, there is a clear need to incorporate sustained pedagogical strategies that strengthen coexistence, teamwork, and the development of socio-emotional skills through the intentional use of cooperative games in school physical education.

Palabras clave : physical education; social skills; cooperative games.

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