Content and Language Integrated Learning in Physical Education
Springer International Publishing (Verlag)
978-3-032-06316-8 (ISBN)
This book offers a grounded and practical guide for integrating content and language learning in Physical Education, without reducing movement time or overloading the lesson. Based on recent empirical studies, it brings together CLIL pedagogy, motivation theory, and inclusive principles such as Universal Design for Learning, showing how these can work together to support both participation and learning. The chapters move from core concepts to a structured pedagogical model organised around pre-task preparation, communication through movement, and post-task reflection. Alongside this sequence, the book presents real classroom examples, ideas for adapting to diverse learners - including those with SEN - and concrete strategies for assessment through dual-purpose rubrics. The book also discusses how technology (e.g. video feedback, wearables, and AR) can support language and content learning in active contexts. Designed with both teachers and researchers in mind, it addresses classroom practice, initial teacher education, and broader implementation challenges.
Dr. Aitor Garcés-Manzanera is a tenure-track Assistant Professor at the University of Murcia, Spain. His research is focused on digital L2 writing, cognitive writing processes, and computer-mediated language learning. He is a member of the LA_L2 research group and has participated in nationally funded projects. His work has been published in SSLLT, NAER, Espiral, Miscelánea and other indexed journals. He has also authored book chapters with IGI Global, John Benjamins, Dykinson, and EditUM.
José Luis Roca-Marín graduated with a degree in Primary Physical Education from the University of Murcia, Spain. His research focuses on the pedagogical role of motivation and success in promoting engagement in physical education within Primary Education settings. He has worked as a pedagogical consultant and has published a book chapter with a top-tier academic press.
Chapter 1. Introduction.- Chapter 2. The CLIL Framework in Education.- Chapter 3. CLIL in Physical Education.- Chapter 4. Motivation in CLIL-Based Physical Education.- Chapter 5. Practical Implementation of CLIL-PE.- Chapter 6. Designing for Neurodiversity: UDL and Motivation in CLIL-Based Physical Education.- Chapter 7. Evaluation and Assessment in CLIL-PE.- Chapter 8. Challenges and Future Directions.- Chapter 9. Conclusion.- Index.
| Erscheinungsdatum | 31.10.2025 |
|---|---|
| Reihe/Serie | SpringerBriefs in Education |
| Zusatzinfo | X, 136 p. 5 illus., 4 illus. in color. |
| Verlagsort | Cham |
| Sprache | englisch |
| Maße | 155 x 235 mm |
| Themenwelt | Geisteswissenschaften ► Psychologie ► Pädagogische Psychologie |
| Medizin / Pharmazie ► Medizinische Fachgebiete ► Psychiatrie / Psychotherapie | |
| Schlagworte | Bilingual physical education teaching guide • CLIL physical education lesson plans • Content and language learning in PE • Differentiation in bilingual PE lessons • Formative assessment rubrics in CLIL PE • Inclusive CLIL strategies for sports classes • Motivation theory in bilingual PE • Second language development through movement • Teacher handbook CLIL physical education |
| ISBN-10 | 3-032-06316-7 / 3032063167 |
| ISBN-13 | 978-3-032-06316-8 / 9783032063168 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
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