Rethinking Group Processing as Part of Cooperative Learning Pedagogies in Physical Education Practice

Group processing is a core component of Cooperative Learning (CL) in physical education (PE), yet research shows that teachers struggle with enacting it. This article critically examines group processing in CL-PE and argues for a reconceptualization that strengthens its educational value. Specifically, we suggest rethinking group processing in terms of its purpose (why), content (what), and facilitation (how). Our conceptualization is organized around four principles: (1) Positioning group processing as an educative experience, (2) Broadening the scope of group processing beyond social skills in PE, (3) Understanding cooperation as something we do, and (4) Acknowledging the plurality and contextual complexity of group processing. Altogether, these principles offer guidance for teachers’ enactment of group processing when using CL in PE.