Aprendizaje cooperativo y habilidades sociales en Educación Física escolar: una revisión sistemática

Physical education has traditionally been conceived as a subject focused on physical performance; this approach creates competitive environments that can lead to exclusion and uncooperative behavior. Recent studies indicate that cooperative learning promotes communication, empathy, and group cohesion which are essential aspects of social skills and has thus become established as an active methodology that places the student at the center of the educational process. This systematic review aimed to analyze the scientific literature on cooperative learning and social skills in school physical education, in order to identify predominant patterns and findings in the literature. The methodology followed the PRISMA guidelines and included studies published between 2021 and 2026 in the following databases: Scopus, ERIC, Redalyc, Scielo, Web of Science, and Dialnet. A total of 175 records were identified, of which 19 studies met the eligibility criteria following the screening and methodological evaluation process. The findings indicate that cooperative learning improves students’ social skills, self-esteem, and emotional well-being. It also promotes educational inclusion, enhances motor and academic performance, and strengthens students’ sense of belonging. In conclusion, cooperative learning represents a promising pedagogical strategy for holistic human development, although experimental studies are needed to consolidate the available evidence and identify emerging trends. Teacher training programs are also necessary to ensure effective implementation.