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

Ireneusz Cichy, Agnieszka Kruszwicka, Patrycja Palus, Tomasz Przybyla, Rainer Schliermann, Sara Wawrzyniak, Michal Klichowski and Andrzej Rokita
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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
Andrzej Rokita: Department of Team Sports Games, Wroclaw University of Health and Sport Sciences, Mickiewicza 58, 51-684 Wroclaw, Poland

IJERPH, 2022, vol. 19, issue 13, 1-14

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.

Keywords: educational balls; dual-language schools; gross motor; learning; locomotor skills; object control; primary education; second language skills (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2022
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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