The Impact of Movement-Integrated Instruction on Physical Literacy Development in Elementary Students
Datos Bibliográficos
| ID | 22047231 |
|---|---|
| Autores | Hyukjun Son (0000-0003-3148-4928, Sejong University, autor de correspondencia) |
| Año | 2025 |
| Volumen | 15 |
| Número | 5 |
| Páginas | 545 |
| Fecha de publicación | 2025-04-28 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Education Sciences (JOURNAL) |
| Identificadores de la revista | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Editorial | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15050545 |
| OpenAlex | W4410008623 |
| Idioma | EN |
| Referencias citadas | 37 |
This study examines the effects of implementing a movement-integrated instruction (MII) program in third-grade mathematics classes with a focus on students’ mathematical learning outcomes and physical literacy development. The program was designed using the Analysis, Design, Development, Implementation and Evaluation (ADDIE) instructional model and was implemented in a public elementary school in South Korea. While the primary instructional emphasis was placed on improving mathematical concept comprehension and problem solving, the study also evaluated outcomes in three core areas of physical literacy: physical competence, motivation and confidence, and knowledge and understanding of physical activity. A descriptive qualitative approach was adopted and supplemented with quantitative data. The data sources included classroom observations, learning artifacts, teacher reflections, semi-structured interviews, and structured student surveys. The results showed that 82.6% of students reported improved bodily control and coordination, while 75.4% indicated that they used skills acquired through physical education (PE) to solve math problems. Student work demonstrated an increasing use of multi-step reasoning, diagrammatic representations, and contextual explanations, suggesting that embodied learning reinforces both cognitive engagement and physical development. Although challenges related to time, space, and varying motor abilities were encountered, they were addressed through interdisciplinary integration and differentiated instructional strategies. This study provides empirical support for MII as a pedagogical model that effectively bridges academic learning and physical development, and offers practical recommendations for broader applications in elementary education
Literacy · Mathematics education · Pedagogy · Physical education · Primary education · Children's Physical and Motor Development · Computer Science · Physical Education and Pedagogy · Psychology · Sports and Physical Education Research
Physical Education Futures
Physical Activity, Fitness, Cognitive Function, and Academic Achievement in Children
Integrating movement in academic classrooms
Developing the theory of formative assessment
Embodied cognition and its significance for education
Physical Education and Sport in Schools
Physical Literacy, Physical Activity and Health
The Relationship between Physical Activity and Cognition in Children
School-based promotion of physical literacy
Introduction to the special issue “embodied cognition and education”
Integrating a movement‐based learning platform as core curriculum tool in kindergarten classrooms
Physical Literacy
Pedagogies of embodiment in physical education – a literature review
Learning communities and physical education professional development
Diversity in teachers’ approaches to movement integration
Emboldened by Embodiment
They can show you with their body
Using thematic analysis in psychology
| Velocidad de citación | historical |
|---|---|
| Altamente citado | No |