Effects of a unit of circus activities through a hybridization of cooperative learning and self-made material: a students, teachers and parents combined perspective

Background Interest in circus activities (CA) has increased in recent years within the educational field, particularly among Physical Education (PE) teachers. These CAs are characterized by being inclusive and motivating, and they encourage the development of motor and social skills among students. In addition, scientific evidence is emerging that demonstrates the benefits of hybridizing different pedagogical models, such as cooperative learning (CL) and self-made material (SMM), in the teaching of PE. The objectives of this research were twofold: (a) to examine the affective, attitudinal, and social impact of implementing a CA unit in which the CL and SMM pedagogical models were hybridized in PE, and (b) to analyze the physical and motivational impact of this intervention from the perspective of the three agents involved: students, teachers, and parents.Material and method A total of 143 educational agents from a private school in the Basque Country (Spain) participated in this qualitative study, undergoing semi-structured interviews: 88 students from 1st to 6th grade of Primary School (M = 9.49 ± 1.66 years), 16 students from 1st grade of Secondary School (M = 12.38 ± 0.50 years), 11 Primary School teachers (M = 33.27 ± 5.12 years), and 28 parents (M = 45.79 ± 5.56 years). The unit lasted ten weeks, culminated in the creation of a circus act involving all the Primary School students in PE. Data analysis by categories was based on data reduction, descriptive analysis, and interpretation.Results The authors constructed four dimensions shared by the educational agents: Self-made materials, Psychological effects, Physical effects, and Obstacles and facilitators. Additionally, there were two dimensions exclusive to teachers and parents: Knowledge of the program and Socialization. The CA unit was very satisfactory for the agents involved, and the results derived from the interviews with the participants were aligned with Self-Determination Theory, as well as with the positive effects corroborated by previous research on the implementation of the pedagogical models of CL and SMM. The intervention was shown to be effective in increasing satisfaction, CA learning, active participation, motivation, social interaction, and sustainability awareness among the participating students, as well as in enhancing collective community awareness.Conclusion The results corroborate the hybridization of CL and SMM models to enhance the teaching of CA and promote the holistic development of students within PE.