LEADER 03934nam 22007335 450 001 9911035051303321 005 20260116194521.0 010 $a3-032-06317-5 024 7 $a10.1007/978-3-032-06317-5 035 $a(CKB)41986710200041 035 $a(MiAaPQ)EBC32384078 035 $a(Au-PeEL)EBL32384078 035 $a(DE-He213)978-3-032-06317-5 035 $a(EXLCZ)9941986710200041 100 $a20251031d2025 u| 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aContent and Language Integrated Learning in Physical Education $eMotivation, Engagement and Inclusion /$fby Aitor Garcés-Manzanera, José Luis Roca-Marín 205 $a1st ed. 2025. 210 1$aCham :$cSpringer Nature Switzerland :$cImprint: Springer,$d2025. 215 $a1 online resource (195 pages) 225 1 $aSpringerBriefs in Education,$x2211-193X 311 08$a3-032-06316-7 327 $aChapter 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. 330 $aThis book offers a grounded and practical guide for integrating content and language learning in Physical Education, without reducing movement time or overloading the lesson. Based on recent empirical studies, it brings together CLIL pedagogy, motivation theory, and inclusive principles such as Universal Design for Learning, showing how these can work together to support both participation and learning. The chapters move from core concepts to a structured pedagogical model organised around pre-task preparation, communication through movement, and post-task reflection. Alongside this sequence, the book presents real classroom examples, ideas for adapting to diverse learners - including those with SEN - and concrete strategies for assessment through dual-purpose rubrics. The book also discusses how technology (e.g. video feedback, wearables, and AR) can support language and content learning in active contexts. Designed with both teachers and researchers in mind, it addresses classroom practice, initial teacher education, and broader implementation challenges. 410 0$aSpringerBriefs in Education,$x2211-193X 606 $aEducational psychology 606 $aTeachers$xTraining of 606 $aLanguage and languages$xStudy and teaching 606 $aMultilingualism 606 $aEducational Psychology 606 $aTeaching and Teacher Education 606 $aLanguage Education 606 $aMultilingualism 606 $aPsicologia pedagògica$2thub 606 $aLlenguatge i llengües$2thub 606 $aMultilingüisme$2thub 606 $aLlengua d'ensenyament$2thub 608 $aLlibres electrònics$2thub 615 0$aEducational psychology. 615 0$aTeachers$xTraining of. 615 0$aLanguage and languages$xStudy and teaching. 615 0$aMultilingualism. 615 14$aEducational Psychology. 615 24$aTeaching and Teacher Education. 615 24$aLanguage Education. 615 24$aMultilingualism. 615 7$aPsicologia pedagògica 615 7$aLlenguatge i llengües 615 7$aMultilingüisme 615 7$aLlengua d'ensenyament 676 $a370.15 700 $aGarcés-Manzanera$b Aitor$01854549 701 $aRoca-Marín$b José Luis$01854550 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9911035051303321 996 $aContent and Language Integrated Learning in Physical Education$94451899 997 $aUNINA