Abstract
Integrating literacy and physical education (PE) supports interdisciplinary learning that engages both the mind and body. This article explores innovative approaches to combining literacy skills with physical activity, highlighting the cognitive and physical benefits for elementary students. Recognizing students’ natural attraction to movement, the article demonstrates how embedding literacy into PE lessons can enhance reading comprehension, vocabulary acquisition, and memory retention through action-oriented activities. These strategies also promote physical literacy, encouraging confidence and lifelong participation in physical activities.
Key instructional examples include the "Movement-Enhanced Word Wall," where students connect vocabulary to movement, and "Animal Action Reading Relays," which integrate reading comprehension with cooperative physical tasks. Activities such as "Space Station Missions" and "Equipment Detectives" develop spatial awareness, teamwork, and literacy through engaging challenges. Additionally, literacy stations interweave reading, writing, and movement to create dynamic, multisensory learning environments. The inclusion of reflective activities like "Movement Story Circles" further consolidates learning, aligning critical thinking and self-expression.
Aligned with 2024 SHAPE PE standards, these strategies highlight how PE can reinforce literacy through purposeful and meaningful movement. By creating authentic, interconnected learning experiences, this integration addresses the relevance gap in education, fostering deeper engagement and collaboration among students. The article underscores the transformative potential of combining literacy and physical education to develop well-rounded, curious, and motivated learners, setting a foundation for lifelong academic and physical success.
Recommended Citation
Matera, Bryan and Martinez, Dillon
(2024)
"Integrating the Elementary Literacies through the Practice of Physical Education: A Strategy Resource,"
Essays in Education: Vol. 30:
Iss.
2, Article 13.
Available at:
https://openriver.winona.edu/eie/vol30/iss2/13
Primary Author Bio Sketch
Bryan Matera is an associate professor of Elementary Education with Winona State University in Winona, Minnesota. Bryan leads pre-service teachers through student teaching experiences and coursework while supervising teacher candidates working with elementary students. His research is grounded in climate and culture of schools and the impact on teacher self-efficacy, instructional and student-centered best practices, the Gradual Release of Responsibility, and visible student process learning. Before being appointed to associate professor, Bryan held positions as teacher, adjunct professor, instructional coach, assistant principal, and principal.
Secondary Author Bio Sketch
Dillon Martinez is an assistant professor at Winona State University, where he is the director of the DAPE program. Dillon’s research focuses on pedagogical decision-making, adapted physical education, and how teachers and coaches make choices that impact their students' or athletes' learning.
Included in
Adult and Continuing Education Commons, Bilingual, Multilingual, and Multicultural Education Commons, Early Childhood Education Commons, Educational Methods Commons, Elementary Education Commons, Teacher Education and Professional Development Commons
