Effects Of A Bilingual Physical Education Program On Fundamental Movement Skills And English Language Skills In Children Aged 7-9 Years Old
Palabras clave:
Educación Física, Habilidades motrices, Bilingüismo, Inglés
Resumen
Bilingual Physical Education is an innovative method to promote motor development and learning of foreign languages in children. Research suggests that the development of motor skills is associated with higher levels of physical activity, and English language proficiency is related to high economic indicators. This research article aims to analyze the effects of a bilingual Physical Education program on fundamental movement skills and English language skills in children aged 7-9 years. The study is of quantitative approach, non-experimental design, longitudinal type and descriptive scope. The intervention was carried out with 12 students of 8.25 ± 0.45 years during 12 sessions of physical education oriented in the English language for 45 minutes. The Physical Education Metrics checklists were used to assess motor skills and the Young Learners Test to assess English language proficiency. The effects indicate improvements greater than 50% in running, jumping, throwing, and catching skills and a 41% increase in English language proficiency in all participants. The bilingual physical education program shows a positive impact on motor skills and language skills and contributes significantly to the area of foreign language learning through human movement.
Citas
References:
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-Sánchez Bañuelos, F., & Contreras Jordán, O. (2008). Didáctica de la educación física para Primaria. Madrid: Pearson Prentice Hall. pp. 15 – 25, 28, 34
-Secretaría Distrital de Salud de Bogotá. (2018). Informe de Secretaría Distrital de Salud de Bogotá 2017. Bogotá.
-Suraya, F., Pratama, H., & Arfiandhani, P. (2020). Physical activities and Second language proficiencies; a systematic review. Proceedings of the 5th International Seminar of Public
-Health and Education, ISPHE 2020, 22 July 2020, Universitas Negeri Semarang, Semarang, Indonesia. https://doi.org/10.4108/eai.22-7-2020.2300273
-Suzuki, W., & Fitzpatrick, B. (2015). Healthy brain, happy life. New York, NY: HarperCollins/Dey St.
-Valkenborghs, S. R., Noetel, M., Hillman, C. H., Nilsson, M., Smith, J. J., Ortega, F. B., & Lubans, D. R. (2019). The impact of physical activity on brain structure and function in youth: A systematic review. Pediatrics, 144(4). https://doi.org/10.1542/peds.2018-4032
-Zeng, N., Ayyub, M., Sun, H., Wen, X., Xiang, P., & Gao, Z. (2017). Effects of Physical Activity on Motor Skills and Cognitive Development in Early Childhood: A Systematic Review. Biomed Research International, 2017, 1-13. doi: 10.1155/2017/2760716
-Anon, The who child growth standards. World Health Organization. Available at: https://www.who.int/tools/child-growth-standards/standards [Accessed September 18, 2022].
-Chepko, S., Holt/Hale, S., Doan, R., & MacDonald, L. (2018). Assessing student performance using the national standards & grade-level outcomes for K-12 physical education (3rd ed., pp. 3 - 57). Human Kinetics
-Congreso de la república de Colombia (1994). Ley 115. Bogotá, pp.1,4,7.
-Coral, J., & Lleixà, T. (2014). Physical education in content and language integrated learning: successful interaction between physical education and English as a foreign language. International Journal Of Bilingual Education And Bilingualism, 19(1), 108-126. doi: 10.1080/13670050.2014.977766
-Coral, J., Lleixà, T., & Ventura, C. (2016). Foreign language competence and content and language integrated learning in multilingual schools in Catalonia: an ex post facto study analysing the results of state key competences testing. International Journal Of Bilingual Education And Bilingualism, 21(2), 139-150. doi: 10.1080/13670050.2016.1143445
-Couturier, L., Chepko, S. and Holt/Hale, S. (2014). National standards & grade-level outcomes for K-12 physical education. Champaign, IL: Human Kinetics, pp.11, 12, 13, 15, 16, 17, 18, 19, 21, 22, 26, 28, 29, 66, 91, 92.
-Education First (2017). EF English Proficiency Index. EF EPI Séptima Edición (2017). [online]EF SET, pp.4-8, 10-16, 26-29,38-39. Available at: https://www.ef.com/ /~/media/centralefcom/epi/downloads/full-reports/v7/ef-epi-2017- spanish-latam.pdf [Accessed 18 Aug. 2018].
-Erickson, K. I., Voss, M. W., Prakash, R. S., Basak, C., Szabo, A., Chaddock, L., … & Wojcicki, T. R. (2011). Exercise training increases size of hippocampus and improves memory. Proceedings of the National Academy of Sciences, 108(7), 3017-3022.
-Fazio, A., Isidori, E. and Bartoll, Ó. (2015). Teaching Physical Education in English using CLIL Methodology: A Critical Perspective. Procedia - Social and Behavioral Sciences, 186, pp.918-926.
-Gil-López, V., González-Víllora, S., & Hortigüela-Alcalá, D. (2021). Learning foreign languages through content and language integrated learning in physical education: A systematic review. Porta Linguarum Revista Interuniversitaria De Didáctica De Las Lenguas Extranjeras, (35), 165–182. https://doi.org/10.30827/portalin.v0i35.15785
-Griva, E., & Semoglou, K. (2012). Estimating the Effectiveness and Feasibility of a Game-based Project for Early Foreign Language Learning. English Language Teaching, 5(9). doi: 10.5539/elt.v5n9p33
-Haibach-Beach, P.S., Reid, G. & Collier, D.H., 2018. Motor learning and development, Champaign, IL: Human Kinetics.
-Hernández Sampieri, R., Fernández Collado, C., & Pilar Baptista Lucio, M. (2014). Metodología de la investigación (pp. 2 - 352). México: McGraw-Hill.
-Instituto Colombiano para la Evaluación de la Educación (ICFES) (2021). Resultados pruebas nacionales 2021. Informe nacional. Bogotá, DC: Ministerio de educación.
-IVERSON, J. (2010). Developing language in a developing body: The relationship between motor development and language development. Journal of Child Language, 37(2), 229-261. doi:10.1017/S0305000909990432
-KÖKTÜRK, Ş., Odacıoğlu, M., & UYSAL, N. (2016). Bilingualism and Bilingual Education, Bilingualism and Translational Action. International Journal Of Linguistics, 8(3), 74. doi: 10.5296/ijl.v8i3.9601
-Liu, F., Sulpizio, S., Kornpetpanee, S., & Job, R. (2017). It takes biking to learn: Physical activity improves learning a second language. PloS one, 12(5), e0177624. https://doi.org/10.1371/journal.pone.0177624
-Magdaleno, V. V. M. (2011). Cómo enseñar educación física en inglés: how to teach physical education in english. Retrieved from https://ebookcentral-proquest-com.proxy.umb.edu.co
-Mårtensson, J., Eriksson, J., Bodammer, N., Lindgren, M., Johansson, M., Nyberg, L., & Lövdén, M. (2012). Growth of language-related brain areas after foreign language learning.
-Neuroimage, 63(1), 240-244. doi: 10.1016/j.neuroimage.2012.06.043
-Mavilidi, M., Okely, A., Chandler, P., Cliff, D., & Paas, F. (2015). Effects of Integrated Physical Exercises and Gestures on Preschool Children’s Foreign Language Vocabulary Learning. Educational Psychology Review, 27(3), 413-426. doi: 10.1007/s10648-015-9337- z
-McDougald, J. (2015). CLIL: A fresh approach to bilingual learning. Ruta Maestra, No. 11, pp 30-38.
-Meijer, A., Königs, M., Vermeulen, G. T., Visscher, C., Bosker, R. J., Hartman, E., & Oosterlaan, J. (2020). The effects of physical activity on brain structure and neurophysiological functioning in children: A systematic review and meta-analysis. Developmental cognitive neuroscience, 45, 100828. https://doi.org/10.1016/j.dcn.2020.100828
-Merino, J. A., & Lasagabaster, D. (2015). Clil as a way to multilingualism. International Journal of Bilingual Education and Bilingualism, 21(1), 79–92. https://doi.org/10.1080/13670050.2015.1128386
-Morales Osorio, J., Cabas Vásquez, L., & Vargas Mercado, C. (2017). Proyección de la enseñanza del bilinguismo a través del método AICLE en Colombia. Revista Lasallista De Investigación, 14(1), 84-92. doi: 10.22507/rli.v14n1a7
-Pérez Feito, J., Delgado López, D., & Núñez Vivas, A. (2012). Fundamentos teóricos de la educación física. Alpedrete (Madrid): Pila Teleña.
-Prieto-Benavides, D. H., Correa-Bautista, J. E., & Ramírez-Vélez, R. (2015). [PHYSICAL ACTIVITY LEVELS, PHYSICAL FITNESS AND SCREE TIME AMONG CHILDREN AND ADOLESCENTS FROM BOGOTÁ, COLOMBIA]. Nutricion Hospitalaria, 32(5), 2184-2192. doi:10.3305/nh.2015.32.5.9576
-Riebe, D., Ehrman, J. K., Liguori, G., & Magal, M. (2018). Acsm's guidelines for exercise testing and prescription. Wolters Kluwer.
-Salvador-García, C., Chiva-Bartoll, O. and Isidori, E. (2017). APRENDIZAJE DE UN IDIOMA EXTRANJERO A TRAVÉS DE LA EDUCACIÓN FÍSICA: UNA REVISIÓN SISTEMÁTICA. Movimento (ESEFID/UFRGS), 23(2), pp.647 - 660.
-Sánchez Bañuelos, F., & Contreras Jordán, O. (2008). Didáctica de la educación física para Primaria. Madrid: Pearson Prentice Hall. pp. 15 – 25, 28, 34
-Secretaría Distrital de Salud de Bogotá. (2018). Informe de Secretaría Distrital de Salud de Bogotá 2017. Bogotá.
-Suraya, F., Pratama, H., & Arfiandhani, P. (2020). Physical activities and Second language proficiencies; a systematic review. Proceedings of the 5th International Seminar of Public
-Health and Education, ISPHE 2020, 22 July 2020, Universitas Negeri Semarang, Semarang, Indonesia. https://doi.org/10.4108/eai.22-7-2020.2300273
-Suzuki, W., & Fitzpatrick, B. (2015). Healthy brain, happy life. New York, NY: HarperCollins/Dey St.
-Valkenborghs, S. R., Noetel, M., Hillman, C. H., Nilsson, M., Smith, J. J., Ortega, F. B., & Lubans, D. R. (2019). The impact of physical activity on brain structure and function in youth: A systematic review. Pediatrics, 144(4). https://doi.org/10.1542/peds.2018-4032
-Zeng, N., Ayyub, M., Sun, H., Wen, X., Xiang, P., & Gao, Z. (2017). Effects of Physical Activity on Motor Skills and Cognitive Development in Early Childhood: A Systematic Review. Biomed Research International, 2017, 1-13. doi: 10.1155/2017/2760716
Publicado
2023-05-28
Cómo citar
Moreno, R. (2023). Effects Of A Bilingual Physical Education Program On Fundamental Movement Skills And English Language Skills In Children Aged 7-9 Years Old. Revista Electrónica TicALS, 1(9), 1-11. Recuperado a partir de http://als.edu.co/index.php/ticals/article/view/191
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