Content and language integrated learning in Physical Education: motivation, engagement and inclusion

Garcés Manzanera, Aitor; Roca Marín, José Luis

Publication:
Content and language integrated learning in Physical Education: motivation, engagement and inclusion

dc.contributor.author	Garcés Manzanera, Aitor
dc.contributor.author	Roca Marín, José Luis
dc.contributor.department	Didáctica de la Lengua y la Literatura
dc.date.accessioned	2025-11-06T12:47:19Z
dc.date.available	2025-11-06T12:47:19Z
dc.date.copyright	© The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2025
dc.date.issued	2025
dc.embargo.terms	1-ene-2999
dc.format	application/pdf
dc.format.extent	142
dc.identifier.doi	https://doi.org/10.1007/978-3-032-06317-5
dc.identifier.eisbn	978-3-032-06317-5
dc.identifier.isbn	978-3-032-06316-8
dc.identifier.uri	http://hdl.handle.net/10201/171569
dc.language	eng
dc.publisher	Springer Nature
dc.relation	Sin financiación externa a la Universidad
dc.relation.publisherversion	https://link.springer.com/book/10.1007/978-3-032-06317-5
dc.rights.accessRights	info:eu-repo/semantics/embargoedAccess
dc.subject	CLIL
dc.subject	Physical Education
dc.subject	Inclusion
dc.subject	Language Education
dc.subject.ods	No relacionado con ningún objetivo de desarrollo sostenible
dc.title	Content and language integrated learning in Physical Education: motivation, engagement and inclusion
dc.type	info:eu-repo/semantics/book
dcterms.abstract	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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