A Mixed Methods Study to Examine the Influence of CLIL on Physical Education Lessons: Analysis of Social Interactions and Physical Activity Levels

Salvador-García, Celina; Peris, Carlos Capella; Chiva-Bartoll, Òscar; Ruíz-Montero, Pedro Jesús

doi:10.3389/fpsyg.2020.00578

Cited by 12 publications

(10 citation statements)

References 38 publications

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“…Moreover, an EFL teaching course through TPR managed by Asher et al (1968) showed an improvement in mutual relationship formation and positive experiences between students included. Thus, the results clearly show that TPR and physical activities may be an optimal way to promote social cohesion (Salvador-García et al, 2020), increasing the students' health care (Ruiz-Montero et al, 2020), academical (Pacheco et al, 2022, psycholinguistic (Ho et al, 2023) and professional skills (Bahtiar, 2017).…”

Section: Discussionmentioning

confidence: 89%

EFL teaching through Total Physical Response and Physical Activity on Higher Education students: A systematic review

Hooli,

Ortega-Martín,

Ruiz-Montero

2023

PortaLin

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Total physical response (TPR) aims to develop listening comprehension and verbal communication skills of beginner level of students through physical actions. This paper is a systematic review of the literature on EFL teaching by TPR methodology on higher education students in the area of English teaching, Physical Education, and Physical Activity and Sport. After an exhaustive search, 5 peer-reviewed publications were classified according to frequency and geographical distribution, sample and duration of the programs, research methodologies, data collection instruments used, and main outcomes investigated. The results indicate that the research methodologies used tended to be qualitative, while the variety of samples and duration of interventions was broad. The instruments employed were mainly reflexive diaries with open questions and descriptive survey, as well questionnaires and surveys, and the programs were developed specifically for Spain and Asian countries. In conclusion, the present systematic review highlights that TPR and physical activities can have a positive effect on higher education students EFL learning.

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Section: Discussionmentioning

confidence: 89%

EFL teaching through Total Physical Response and Physical Activity on Higher Education students: A systematic review

Hooli,

Ortega-Martín,

Ruiz-Montero

2023

PortaLin

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“…Regarding this dimension, it is important to highlight that most of the student teachers made a relevant reflection on the diaries stating that by participating in the S-L programme, they became more aware of the difficult situation in which the recipients of the service lived, generating a rethinking of their own wellbeing in comparison to those of others [ 71 ]. This reflection helped them to think more deeply about the need to make the minor migrants feel better physically and emotionally.…”

Section: Discussionmentioning

confidence: 99%

The Impact of Service Learning on Academic, Professional and Physical Wellbeing Competences of EFL Teacher Education Students

Hooli

Corral-Robles

Martín

et al. 2023

IJERPH

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In response to the challenges of the 21st century, the European Higher Education Area (EHEA) has been committed to the development of a training model that focuses on the acquisition of cognitive, physical, and social competences, among others, rather than the mere acquisition of knowledge. This approach has gained momentum in recent years, where the learners are the protagonists of their own learning process. This change of approach requires a change in methodology and involves a renewal of the methodological approach in Spanish universities. Service learning (S-L) is an active methodology that is gaining ground across universities due to its experiential, community-based and reflective characteristics. The present study aimed to provide an overview of the impact of S-L by active programs (physical activities, movement games, active tasks, etc.) on the acquisition of professional, linguistic, pedagogical or intercultural competencies, as well as physical wellbeing skills, on English as a foreign language (EFL) teacher education students. Fourteen Spanish EFL university students carried out an S-L active intervention with a migrant group from the Migrant Temporary Stay Centre in the autonomous city of Melilla (Spain). A qualitative study was designed to evaluate the achievement of these competencies. The results show that even though S-L is a challenging methodology, it favours the development of academic, professional, and physical wellbeing competences to succeed in a competitive and changing world, as well as the improvement of the participant students.

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“…Data transformation has previously been implemented in Education (Plano Clark et al, 2010) and in PETE studies (Capella-Peris, Gil-Gómez, & Chiva-Bartoll, 2020). Likewise, there are also precedents for sentiment analysis in mixed-methods research (Salvador-García et al, 2020).…”

Section: Design and Data Collectionmentioning

confidence: 99%

Let Us Debate! A Proposal to Promote Social Entrepreneurship in Physical Education Teacher Education

Peris

Chiva-Bartoll

Salvador-García

et al. 2023

Journal of Teaching in Physical Education

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Purpose: To analyze the effects of debates on social entrepreneurship (SE) in physical education teacher education students (n = 38) from an urban university. Participants discussed the role that society, social class, gender, race, and violence play in sports. Method: A convergent parallel mixed-methods design with methodological triangulation was employed: QUAN + QUAL. Results: The quantitative results provide evidence regarding the positive effect of debates on SE. The qualitative analysis complements this outcome by describing how SE was developed, for example, facing a new teaching methodology, being challenged by peers and/or the teacher, analyzing different opinions and their implications, developing new arguments for discussion, discussing topics according to the students’ interests, and leading the conversation while debating. Data transformation and sentiment analyses provide supplemental information regarding the benefits provided. Discussion/Conclusion: Our results display how debates improve SE in physical education teacher education students, calling for new research in this direction.

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A Mixed Methods Study to Examine the Influence of CLIL on Physical Education Lessons: Analysis of Social Interactions and Physical Activity Levels

Cited by 12 publications

References 38 publications

EFL teaching through Total Physical Response and Physical Activity on Higher Education students: A systematic review

EFL teaching through Total Physical Response and Physical Activity on Higher Education students: A systematic review

The Impact of Service Learning on Academic, Professional and Physical Wellbeing Competences of EFL Teacher Education Students

Let Us Debate! A Proposal to Promote Social Entrepreneurship in Physical Education Teacher Education

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