By the example of the topic “Badminton – the long serve” we will show the importance and relevance of CLIL classes in physical education. Here in this case, not a typical American or English sport, we show its relevance and possibilities for vocabulary training and to learn how to describe movements in English and how to correct mistakes and talk about the actions and rules. Intercultural learning is possible with nearly every sport and with its specialities P.E. lessons are perfect for CLIL.
First the aims of CLIL classes for the subject of physical education are described. Then, in the end it is important to see that, opposed to general assumptions, there are several CLIL aspects that can be easily implemented in physical education classes.
Table of Contents
1. Introduction
2. Aims of “CLIL” for the subject Physical Education
3. Teaching Plan for the Subject Physical Education in “CLIL”:
3.1. Learning objectives
3.2. Didactical Analysis
3.3. Technical Analysis
3.4. Methodical Analysis
3.5. What is typically CLIL in this lesson?
3.6. Lesson plan
3.7. Reflexion
4. Conclusion
5. References
Research Objectives and Themes
The primary objective of this work is to demonstrate the feasibility and pedagogical value of implementing Content and Language Integrated Learning (CLIL) within physical education classes. By utilizing the example of teaching the "long serve" in badminton, the authors explore how movement-based instruction can provide a natural context for foreign language acquisition, vocabulary development, and intercultural learning.
- Integration of CLIL methodology into physical education curricula.
- Development of motor skills and movement precision in a bilingual setting.
- Effective use of media and visual aids (videos, glossaries) for language support.
- Practical application of pupil-centered teaching techniques like the "marionette" method.
- Strategies for correcting technical errors while maintaining target language communication.
Excerpt from the Book
3.3. Technical Analysis
The service is the only shot which is not dependent from the return game of the partner. Therefore the server should be very calm and concentrated in preparation of the service.
The player takes a slight step position; the front leg faces the direction in which the shot should go. The right leg stands circa a foot long behind and is slightly turned to the right sideline (for a better stance). The right upper arm hangs relaxed on the right sight of the body, the forearm is held parallel to the ground and the head of the racket faces upward. The shot phase starts with a shifting of weight from the right to the left leg and a putting forward of the hip (initial tension). With the putting forward of the right elbow the racket falls laxely to the backhand side or backwards due to a twist in the forearm (supination).
Before the head of the racket comes to the front of the body centre due to a body twist and a continuation of the elbow, the shuttle cock is dropped down from the left hand. Through the fast inward rotation (pronation) with a simultaneous intensive grasp the head of the racket becomes a very high acceleration till the meeting point with the ball. After the meeting below the waistline the head of the racket settles to the left shoulder.
Summary of Chapters
1. Introduction: Discusses the current state of CLIL in German schools and argues for the integration of foreign language usage into physical education to enhance movement reflection and organization.
2. Aims of “CLIL” for the subject Physical Education: Outlines the three levels of CLIL goals in physical education, focusing on sport-specific content, cultural insight, and the expansion of foreign language competences.
3. Teaching Plan for the Subject Physical Education in “CLIL”: Presents a concrete lesson plan for teaching badminton, including didactical and technical analyses, teaching methods, and reflections on the implementation.
4. Conclusion: Summarizes that physical education provides a unique and effective environment for CLIL, enabling pupils to use movement to support language expression.
5. References: Provides the academic literature and resources used to support the pedagogical framework of the paper.
Keywords
CLIL, Physical Education, Badminton, Long Serve, Bilingual Instruction, Motor Learning, Movement Description, Pupil-Centered Learning, Vocabulary Training, Intercultural Learning, Lesson Planning, Methodology, Teacher Instruction, Language Acquisition, Classroom Observation.
Frequently Asked Questions
What is the primary focus of this work?
The work focuses on integrating CLIL (Content and Language Integrated Learning) into physical education by using the sport of badminton as a case study for language and skill acquisition.
What are the central thematic fields covered?
The key themes include the didactical and technical analysis of sports movements, the use of visual media in bilingual teaching, and the role of physical activity in language development.
What is the research goal?
The goal is to demonstrate that physical education is a suitable and effective subject for bilingual instruction because it allows students to combine physical action with linguistic practice.
Which teaching methods are proposed?
The paper proposes student-centered methods such as pair work, the use of visual aids like glossaries and videos, and a "marionette" technique to help students express movement terminology physically.
What does the main body of the work address?
It provides a detailed teaching plan for a 9th-grade badminton lesson, covering objectives, didactical justification, technical movement descriptions, and a reflexive evaluation of the teaching process.
How is the paper characterized by its keywords?
It is defined by the intersection of sports pedagogy (Badminton, motor learning) and linguistic methodology (CLIL, bilingual instruction).
Why was badminton chosen as the specific sport for this study?
Badminton was chosen because it is not a "typical" English or American sport, yet it offers excellent opportunities for vocabulary training, movement description, and intercultural discussions.
What role does the "marionette technique" play in the lesson?
This technique allows students to demonstrate specific movement phases physically, which helps them overcome linguistic barriers when they are unable to describe complex technical steps verbally.
What conclusion do the authors reach regarding CLIL in physical education?
The authors conclude that despite some controversy, physical education is an ideal environment for bilingual learning because the tangible nature of the subject makes it easier for pupils to use and internalize foreign language terms.
- Citation du texte
- Sara Ekici (Auteur), Meike Machunsky (Auteur), 2008, Long Serve in Badminton. Lesson Plan for Badminton Techniques and Tactics in CLIL, Munich, GRIN Verlag, https://www.grin.com/document/137844
