Students’ achievement through peer to peer and student to Physical Education teacher interdependences

Introduction: Sustainable development in education requires not only a variety of teaching strategies but also more demands on the education of students. This study conducted quantitative research based on the combination of the three peer-to peer principles of cooperative learning in positive interdependence, promotive interaction and individual accountability, with the physical education teacher to student interdependences in teacher providing structure and promoting students’ autonomy and involvement. Methodology: A survey of 124 pre-service physical education teachers was conducted to determine the relationship between need support teaching, cooperative learning and achievement. Results: The results of the study showed that need supportive teaching had a significant positive impact on students’ autonomy support and structure, which set the stage for the application of cooperative learning principles. Cooperative learning also had a strong positive impact on student achievement, particularly in terms of promoting a sense of personal responsibility. Discussion: The effects were not significant in the areas of promotive interaction and positive interdependence, suggesting that more targeted interventions may be needed in this area of physical education. In addition, need supportive teaching could more effectively impact student academic outcomes through cooperative learning. Innovative physical education challenges can make a significant contribution to the development of cooperative learning skills. Conclusions: This study highlights the importance of designing physical education programs that not only focus on physical skills, but also intentionally develop social and collaborative skills