The Impact of Movement-Integrated Instruction on Physical Literacy Development in Elementary Students
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, Implementat...
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| Format: | Article |
| Language: | English |
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MDPI AG
2025-04-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/15/5/545 |
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| Summary: | 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. |
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| ISSN: | 2227-7102 |