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

Author

Listed:
  • Ireneusz Cichy

    (Department of Team Sports Games, Wroclaw University of Health and Sport Sciences, Mickiewicza 58, 51-684 Wroclaw, Poland)

  • Agnieszka Kruszwicka

    (Learning Laboratory, Adam Mickiewicz University, Szamarzewskiego 89, 60-568 Poznan, Poland)

  • Patrycja Palus

    (Department of Team Sports Games, Wroclaw University of Health and Sport Sciences, Mickiewicza 58, 51-684 Wroclaw, Poland)

  • Tomasz Przybyla

    (Learning Laboratory, Adam Mickiewicz University, Szamarzewskiego 89, 60-568 Poznan, Poland)

  • Rainer Schliermann

    (Faculty Social and Health Care Sciences, Regensburg University of Applied Sciences, Seybothstraße 2, 93053 Regensburg, Germany)

  • Sara Wawrzyniak

    (Department of Team Sports Games, Wroclaw University of Health and Sport Sciences, Mickiewicza 58, 51-684 Wroclaw, Poland)

  • Michal Klichowski

    (Learning Laboratory, Adam Mickiewicz University, Szamarzewskiego 89, 60-568 Poznan, Poland
    These authors jointly supervised this work.)

  • Andrzej Rokita

    (Department of Team Sports Games, Wroclaw University of Health and Sport Sciences, Mickiewicza 58, 51-684 Wroclaw, Poland
    These authors jointly supervised this work.)

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.

Suggested Citation

  • Ireneusz Cichy & Agnieszka Kruszwicka & Patrycja Palus & Tomasz Przybyla & Rainer Schliermann & Sara Wawrzyniak & Michal Klichowski & Andrzej Rokita, 2022. "Physical Education with Eduball Stimulates Non-Native Language Learning in Primary School Students," IJERPH, MDPI, vol. 19(13), pages 1-14, July.
  • Handle: RePEc:gam:jijerp:v:19:y:2022:i:13:p:8192-:d:855547
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    References listed on IDEAS

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    1. Antonio Baena-Extremera & Antonio Granero-Gallegos & Raúl Baños & María Del Mar Ortiz-Camacho, 2018. "Can Physical Education Contribute to Learning English? Structural Model from Self-Determination Theory," Sustainability, MDPI, vol. 10(10), pages 1-11, October.
    2. Mateusz Witkowski & Łukasz Bojkowski & Krzysztof Karpowicz & Mariusz Konieczny & Michał Bronikowski & Maciej Tomczak, 2020. "Effectiveness and Durability of Transfer Training in Fencing," IJERPH, MDPI, vol. 17(3), pages 1-10, January.
    3. Mikel Vaquero-Solís & Damián Iglesias Gallego & Miguel Ángel Tapia-Serrano & Juan J. Pulido & Pedro Antonio Sánchez-Miguel, 2020. "School-based Physical Activity Interventions in Children and Adolescents: A Systematic Review," IJERPH, MDPI, vol. 17(3), pages 1-31, February.
    4. Sara Wawrzyniak & Marcin Korbecki & Ireneusz Cichy & Agnieszka Kruszwicka & Tomasz Przybyla & Michal Klichowski & Andrzej Rokita, 2022. "Everyone Can Implement Eduball in Physical Education to Develop Cognitive and Motor Skills in Primary School Students," IJERPH, MDPI, vol. 19(3), pages 1-16, January.
    5. Van Han Pham & Sara Wawrzyniak & Ireneusz Cichy & Michał Bronikowski & Andrzej Rokita, 2021. "BRAINballs Program Improves the Gross Motor Skills of Primary School Pupils in Vietnam," IJERPH, MDPI, vol. 18(3), pages 1-8, February.
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    1. Ireneusz Cichy & Agnieszka Kruszwicka & Tomasz Przybyla & Weronika Rochatka & Sara Wawrzyniak & Michal Klichowski & Andrzej Rokita, 2022. "No Motor Costs of Physical Education with Eduball," IJERPH, MDPI, vol. 19(23), pages 1-18, November.

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