Physical Education and Language Arts: An Interdisciplinary Teaching Approach

Solomon, John T.; Murata, Nathan M.

doi:10.1080/08924562.2008.10590796

Cited by 9 publications

(5 citation statements)

References 8 publications

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“…For example, children's literature can be integrated at the elementary level by having students first read a part of a book (or have it read to them) and then acting out the actions in the book through physical activity. While there are after‐school programs that infuse literacy with other content and activities, and even some educators who have suggested strategies for how literacy could be integrated with physical education (Scrabis‐Fletcher, 2016; Solomon & Murata, 2008; Wachob, 2014; Wickens & Parker, 2022), less has been empirically explored regarding the actual processes and experiences of integrating literacy with physical education and health in after‐school programs and how this might support youths' literacy engagement in those spaces.…”

Section: Valuing Expansive Views Of Literacymentioning

confidence: 99%

Examining evolutions of literacy integration with physical education and health in an after‐school program

Johnston

Marttinen

2023

J Adolescent & Adult Lit

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In this article, the authors analyze the ways literacy integration evolved in a multi‐year interdisciplinary after‐school program that supports youth through a focus on literacy, physical activity, and health. To deviate from the increasingly siloed assumptions around literacy education and attend to a more interdisciplinary, integrated perspective, the authors theorized literacy across multiple theoretical perspectives to examine 5 years of program implementation in three different sites (New York City, Los Angeles, and Paraguay) with culturally and linguistically diverse youth (ages 9–14), program leaders, and researchers. Drawing on assemblage theory to guide the analysis, the authors sought to identify the multidimensional (im)materialities that converged to produce evolutions of literacy integration in an after‐school program. Analyzing data for assemblaging factors that produced youths' literacy engagement differently throughout program years led to identifying three emergent assemblages that frame the findings: (1) Well‐intentioned literacy integration but more complex than expected, (2) Imprints of schooled literacy with sociocultural emergence, and (3) Community‐ and youth‐centered literacy integration. The authors conclude with implications for educators and after‐school leaders seeking to integrate literacy with interdisciplinary aims.

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Section: Valuing Expansive Views Of Literacymentioning

confidence: 99%

Examining evolutions of literacy integration with physical education and health in an after‐school program

Johnston

Marttinen

2023

J Adolescent & Adult Lit

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“…There is a growing body of research literature on teaching PE through academic language or adopting Content and Language Integrated Learning (CLIL) (e.g., Clancy and Hruska, 2005;Constantinou, 2015;Coral--Mateu, 2013;Solomon and Murata, 2008). Constantinou (2015) points out that both pre--service and in-service PE teachers often encounter difficulties when integrating academic language and instructional tasks, and characterises academic register in terms of technical and sophisticated vocabulary, longer sentences and higher grammatical complexity.…”

Section: Academic Language and Physical Educationmentioning

confidence: 99%

The benefits of explicit teaching of language for curriculum learning in the physical education classroom

Forey

Cheung

2019

English for Specific Purposes

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“…The interdisciplinary approach to physical activity asserts that children who are taught academic skills through body movement, learn better than those who are taught the same subjects by conventional learning methods (Cecchini, & Carriedo, 2020). Furthermore, many studies show the relationship between the absorption of knowledge and body movement (Solomon, & Murata, 2008). Others scholars similarly argue that memory is enhanced when the body and the mind complement each other's feedback (Solomon, & Murata, 2008).…”

Section: Introductionmentioning

confidence: 99%

“…Furthermore, many studies show the relationship between the absorption of knowledge and body movement (Solomon, & Murata, 2008). Others scholars similarly argue that memory is enhanced when the body and the mind complement each other's feedback (Solomon, & Murata, 2008). Physical education is a major content area in interdisciplinary education.…”

Section: Introductionmentioning

confidence: 99%

Developing Social Skills in Schools via Physical Education Programs: The Case of Israeli Male High School Students

Amiel¹,

Abalașei²

2022

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This research proposal aims at studying the development of social skills among high school students through a multidisciplinary program that incorporates physical education and socialization lessons. The study will pursue a multidisciplinary approach by incorporating physical education classes and sports on the one hand with education for social skills on the other. Are students who are active or even participate in physical education classes more prone to develop their social skills than students who do not take part, or tend to remain passive or in these classes? Social skills include students’ ability to develop social communication, cooperation in a teamwork, self-discipline, assertiveness and social adaptation skills as influenced by their level of activity in physical education and sports classes. Students are also engaged in reflexive sports mediation. Reflexive mediation takes place during or after a sport session, during which students reflect (discuss and analyze) about events that took place during the sports session, and whether the action and reaction could or should have been done differently.

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Physical Education and Language Arts: An Interdisciplinary Teaching Approach

Cited by 9 publications

References 8 publications

Examining evolutions of literacy integration with physical education and health in an after‐school program

Examining evolutions of literacy integration with physical education and health in an after‐school program

The benefits of explicit teaching of language for curriculum learning in the physical education classroom

Developing Social Skills in Schools via Physical Education Programs: The Case of Israeli Male High School Students

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