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Content and language integrated learning in physical education = motivation, engagement and inclusion /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Content and language integrated learning in physical education/ by Aitor Garcés-Manzanera, José Luis Roca-Marín.
Reminder of title:	motivation, engagement and inclusion /
Author:	Garcés-Manzanera, Aitor.
other author:	Roca-Marín, José Luis.
Published:	Cham :Springer Nature Switzerland : : 2025.,
Description:	x, 136 p. :ill. (some col.), digital ;24 cm.
[NT 15003449]:	Chapter 1. Introduction -- Chapter 2. The CLIL Framework in Education -- Chapter 3. CLIL in Physical Education -- Chapter 4. Motivation in CLIL-Based Physical Education -- Chapter 5. Practical Implementation of CLIL-PE -- Chapter 6. Designing for Neurodiversity: UDL and Motivation in CLIL-Based Physical Education -- Chapter 7. Evaluation and Assessment in CLIL-PE -- Chapter 8. Challenges and Future Directions -- Chapter 9. Conclusion -- Index.
Contained By:	Springer Nature eBook
Subject:	Physical education for children. -
Online resource:	https://doi.org/10.1007/978-3-032-06317-5
ISBN:	9783032063175

Content and language integrated learning in physical education = motivation, engagement and inclusion /
Garcés-Manzanera, Aitor.

Content and language integrated learning in physical educationmotivation, engagement and inclusion /[electronic resource] :by Aitor Garcés-Manzanera, José Luis Roca-Marín. - Cham :Springer Nature Switzerland :2025. - x, 136 p. :ill. (some col.), digital ;24 cm. - SpringerBriefs in education,2211-193X. - SpringerBriefs in education..

Chapter 1. Introduction -- Chapter 2. The CLIL Framework in Education -- Chapter 3. CLIL in Physical Education -- Chapter 4. Motivation in CLIL-Based Physical Education -- Chapter 5. Practical Implementation of CLIL-PE -- Chapter 6. Designing for Neurodiversity: UDL and Motivation in CLIL-Based Physical Education -- Chapter 7. Evaluation and Assessment in CLIL-PE -- Chapter 8. Challenges and Future Directions -- Chapter 9. Conclusion -- Index.

This book offers a grounded and practical guide for integrating content and language learning in Physical Education, without reducing movement time or overloading the lesson. Based on recent empirical studies, it brings together CLIL pedagogy, motivation theory, and inclusive principles such as Universal Design for Learning, showing how these can work together to support both participation and learning. The chapters move from core concepts to a structured pedagogical model organised around pre-task preparation, communication through movement, and post-task reflection. Alongside this sequence, the book presents real classroom examples, ideas for adapting to diverse learners - including those with SEN - and concrete strategies for assessment through dual-purpose rubrics. The book also discusses how technology (e.g. video feedback, wearables, and AR) can support language and content learning in active contexts. Designed with both teachers and researchers in mind, it addresses classroom practice, initial teacher education, and broader implementation challenges.

ISBN: 9783032063175

Standard No.: 10.1007/978-3-032-06317-5doiSubjects--Topical Terms:

517357
Physical education for children.

LC Class. No.: GV443

Dewey Class. No.: 372.86

Content and language integrated learning in physical education = motivation, engagement and inclusion /
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505 0 $a Chapter 1. Introduction -- Chapter 2. The CLIL Framework in Education -- Chapter 3. CLIL in Physical Education -- Chapter 4. Motivation in CLIL-Based Physical Education -- Chapter 5. Practical Implementation of CLIL-PE -- Chapter 6. Designing for Neurodiversity: UDL and Motivation in CLIL-Based Physical Education -- Chapter 7. Evaluation and Assessment in CLIL-PE -- Chapter 8. Challenges and Future Directions -- Chapter 9. Conclusion -- Index.
520 $a This book offers a grounded and practical guide for integrating content and language learning in Physical Education, without reducing movement time or overloading the lesson. Based on recent empirical studies, it brings together CLIL pedagogy, motivation theory, and inclusive principles such as Universal Design for Learning, showing how these can work together to support both participation and learning. The chapters move from core concepts to a structured pedagogical model organised around pre-task preparation, communication through movement, and post-task reflection. Alongside this sequence, the book presents real classroom examples, ideas for adapting to diverse learners - including those with SEN - and concrete strategies for assessment through dual-purpose rubrics. The book also discusses how technology (e.g. video feedback, wearables, and AR) can support language and content learning in active contexts. Designed with both teachers and researchers in mind, it addresses classroom practice, initial teacher education, and broader implementation challenges.
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