The purpose of this paper is to chart and problematize cooperative learning as a didactic tool in physical education through the use of current and accurate scientific literature. Participation and cooperation are two key factors of cooperative learning, which are connected to the common principles and aims of the Swedish curriculum. However, teaching and including students in physical education is not an easy task. Therefore, this annotated bibliography is based upon the problematics of inclusive education when it comes to physical education and has led us to the research questions: What are the positive/negative outcomes of using Cooperative Learning as a didactic tool? Is cooperative learning as a didactic tool a beneficial way of creating inclusive education in physical education? In order to collect suitable materials for this paper, the information searching process has been done through the use of different databases where the inclusion- and exclusion criteria has been taken into account while choosing literature. The result of this annotated bibliography points to predominantly positive outcomes of using cooperative learning, such as increased inner motivation to learn. On the other hand, research also underlines the importance of knowing how to use this method in sake of being a beneficial way of learning as well as creating a sphere of inclusive education.