00983nam 2200337Ia 450 99639399100331620200824132300.0(CKB)4940000000117333(EEBO)2240880205(OCoLC)ocm12990743e(OCoLC)12990743(EXLCZ)99494000000011733319860108d1672 uy |engurbn||||a|bb|Emilia[electronic resource]London Printed for the author1672[8], 95 pA tragedy."Plot ... from La Costanza di Rosamondo [i.e. Rosmonda], of Aurelio Aureli"--Author's note entitled "To the onely few."Reproduction of original in Huntington Library.eebo-0113Aureli Aureliod. 1708.4224EAAEAAm/cWaOLNBOOK996393991003316Emilia2364945UNISA03934nam 22007335 450 991103505130332120260116194521.03-032-06317-510.1007/978-3-032-06317-5(CKB)41986710200041(MiAaPQ)EBC32384078(Au-PeEL)EBL32384078(DE-He213)978-3-032-06317-5(EXLCZ)994198671020004120251031d2025 u| 0engur|||||||||||txtrdacontentcrdamediacrrdacarrierContent and Language Integrated Learning in Physical Education Motivation, Engagement and Inclusion /by Aitor Garcés-Manzanera, José Luis Roca-Marín1st ed. 2025.Cham :Springer Nature Switzerland :Imprint: Springer,2025.1 online resource (195 pages)SpringerBriefs in Education,2211-193X3-032-06316-7 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.SpringerBriefs in Education,2211-193XEducational psychologyTeachersTraining ofLanguage and languagesStudy and teachingMultilingualismEducational PsychologyTeaching and Teacher EducationLanguage EducationMultilingualismPsicologia pedagògicathubLlenguatge i llengüesthubMultilingüismethubLlengua d'ensenyamentthubLlibres electrònicsthubEducational psychology.TeachersTraining of.Language and languagesStudy and teaching.Multilingualism.Educational Psychology.Teaching and Teacher Education.Language Education.Multilingualism.Psicologia pedagògicaLlenguatge i llengüesMultilingüismeLlengua d'ensenyament370.15Garcés-Manzanera Aitor1854549Roca-Marín José Luis1854550MiAaPQMiAaPQMiAaPQBOOK9911035051303321Content and Language Integrated Learning in Physical Education4451899UNINA