Table 3.

Characteristics of the interventions (duration and activities).

Study	Duration of Study	Number of Sessions	Type of Cooperative Intervention Program
Cecchini et al., 2019	6 months	NR	Four cooperative learning approaches (conceptual, curricular, structural and complex instruction) were used in the sessions. The program included cooperative learning strategies in sessions of physical expression based on football, volleyball and basketball.
Fernández-Argüelles and González-González de Mesa, 2018	6 weeks	12 sessions	Cooperative games and exercises without competition. Learning structures were based on models-based learning as collective scores were used: the class or different groups should conduct a task whereby several points can be achieved during a determined time. Each small group member obtains an individual score, which is added to a total group score.
		1 h per session
Navarro-Patón et al., 2017	3 weeks	6 sessions	Within all the cooperative learning units, each session was structured in the following form: an information phase, an activation phase, a goal achievement phase, a cool down phase and a final reflection.
		1 h per session
Fernández-Río et al., 2017	16 weeks	30 sessions	Within all the Cooperative Learning units, small, heterogeneous working groups were created to capitalize on learning. All units included the five key elements: face-to-face promotive interaction, positive interdependence, individual accountability, interpersonal and small-group skills and group processing. Additionally, five cooperative learning structures were used: (1) Think-Share-Perform: students think, share ideas and negotiate to solve a challenge; (2) Co-op Play: Students should cooperate to solve a challenge; (3) Collective Score: as was explained previously; (4) Learning Teams or learning groups: in groups of four, students divided into different roles (teacher, performer, observer equipment manager) to solve a task or learn a skill; (5) Pairs-Check-Perform: in pairs, students learned a skill divided into two roles: apprentice and teacher.
		1 h per session
Fernández-Río et al., 2014	12 weeks	24 sessions	Eight cooperative learning strategies were used: (1) classroom’s physical layout was reorganized; (2) heterogeneous and small working groups were created, (3) a minimum time (15 min) was given to each session for working in the small groups; (4) a positive classroom climate to encourage students to participate without fear was created; (5) students could use educational material to study the subject contents; (6) a wide variety of teaching-learning activities of a theoretical and practical nature were utilized; (7) different cooperative learning techniques were used, such as Learning Together (promotion of group activities (e.g., debates) and positives attitudes (e.g., respect, effort or help) or Coop-Coop (the unit is divided in subunits, which are distributed into different groups. Afterwards, each small group member investigates a part of the subunit assigned to finally explain it to her/his classmates); and (8) lastly, assessment tools and different procedures of assessment were used.
		1 h per session

Note: NR = Not Reported.