Physical Education with Eduball Stimulates Non-Native Language Learning in Primary School Students

Abstract

Although the neuronal mechanisms of action and cognition are related, the division of intellectual and physical lessons is standard in schools. This is surprising, because numerous studies show that integrating physical education (PE) with teaching content stimulates critical skills. For example, several experiments indicate that Eduball-based PE (i.e., lessons in a sports hall during which students play team mini-games with educational balls with printed letters, numbers, and other signs) develops mathematical and language competencies. At the same time, the Eduball method does not slow down learners’ physical development. However, we have little knowledge about the effects of such techniques on non-native language learning. Consequently, the absence of incorporating core academic subjects into PE in dual-language schools or during foreign language education is exceptionally high. Here, we replicated the Eduball experiment, but with the goal of testing this method for non-native language learning. Thus, the intervention occurred in a dual-language primary school and we evaluated second language (L2) learning. As before, we used the technique of parallel groups (experimental and control); in both groups, there were three 45-min PE classes per week. In the experimental class, two of them were held using Eduball. After a half-year experiment, children from the experimental group (one second-grade, N = 14) improved their non-native language skills significantly more than their peers from the control group (one second-grade, N = 12). These findings demonstrate that Eduball-type intervention stimulates non-native language learning in children. Hence, our report suggests that specific body training forms can support L2 learning.

No Motor Costs of Physical Education with Eduball

“…We found that a minimum of 24 participants are required, with 12 in each group (with an expected large effect size). Inclusion and exclusion criteria were the same as in our earlier studies (e.g., [ 27 ]). In short, inclusion criteria were as follows: being a learner of the selected class and frequently participating in activities during the investigational period, while exclusion criteria were as follows: contraindications for participation in PE and omitted pre-test or/and post-test.…”

“…The remaining class ensured the implementation of the formal requirements of the curriculum. As in the Eduball experiments replicated here [ 24 , 25 , 26 , 27 , 31 , 59 , 60 , 61 ], various activities from the Eduball games set [ 65 , 66 ] were integrated with PE lesson plans. The games were chosen in compliance with the curricula and the day’s theme.…”

“…A brief description of the Eduball method is presented in Figure 1 . For detailed specifications, see the Eduball papers [ 24 , 25 , 26 , 27 , 31 ]. All PE classes were conducted in the control group without Eduball, following the standard PE program.…”

“…Such activities are the foundation of the interdisciplinary model of PE—an approach that entails incorporating core academic subjects into the PE curriculum [ 22 , 23 ]. Strategies based on this model bring significant cognitive effects, such as improving attention or stimulating mathematical and linguistic development [ 24 , 25 , 26 , 27 , 28 , 29 , 30 ]. An example is the Eduball method which merges movement with learning content using a set of educational balls for team mini-games printed with letters, numbers, and other signs [ 31 ].…”

“…Alternatively, this model was tested only in one motor area using one motor test [ 50 , 51 , 52 , 53 , 54 , 55 , 56 , 57 , 58 ]. No studies monitored different aspects of motor development in one experiment, although scientists pointed to such a need [ 27 ]. This also applies to experiments on the Eduball method, even when they focused on motor effects [ 59 , 60 , 61 ].…”