Encouraging students to co-construct and co- and self-regulate their learning within a cooperative learning environment in physical education

Improving students’ learning is dependent on students’ participation, meaningfulness, and value of the teaching– learning process. This study explores students’ learning experiences when undertaking the role of co-constructors and co- and self-regulators in a cooperative learning environment. Methods: The study included 110 school students aged between 15 and 18 years from four physical education preservice teachers’ classes. Data were collected through student focus group interviews, a postteaching units’ survey, students’ class reflections, and the researcher’s field notes. Results/Discussion: Data report that (a) having access to learning goals and assessment criteria was essential for the co-construction and co- and self-regulation processes, (b) there is a positive reciprocal relationship between students’ involvement in co-construction and co- and selfregulations, and (c) co-construction and co- and self-regulations were strengthened by students’ involvement in cooperative learning and vice versa.