Cooperative Learning and Motor Development in Students with ASD

Evidence shows that students with Autism Spectrum Disorder present motor difficulties and low participation in Physical Education; although physical activity and cooperative learning demonstrate benefits, there is still limited evidence regarding their combined impact. The objective of the study was to analyze the contribution of cooperative learning to motor development in students with Autism Spectrum Disorder within Physical Education classes. A qualitative descriptive study was conducted in a Basic General Education institution in Ambato. Thirty-two educational actors participated, and structured observation and semi-structured interviews were applied. The cooperative intervention lasted eight weeks and the data were analyzed through qualitative thematic analysis. The results showed that cooperative learning favored motor participation and social interaction among students with ASD, promoting greater integration in physical activities and strengthening inclusive dynamics within the classroom. The study demonstrated that cooperative learning contributes to the motor development and educational inclusion of students with ASD in Physical Education, strengthening their active participation and peer support.