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The Use of Alternative Texts in Physical Education
Author(s) -
Marlett Paul B.,
Gordon Christine J.
Publication year - 2004
Publication title -
journal of adolescent and adult literacy
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.73
H-Index - 49
eISSN - 1936-2706
pISSN - 1081-3004
DOI - 10.1598/jaal.48.3.4
Subject(s) - feeling , literacy , physical education , variety (cybernetics) , psychology , pedagogy , subject (documents) , cognition , mathematics education , social psychology , computer science , artificial intelligence , neuroscience , library science
Body and mind must be seen as inseparable in physical education; movement and activity as well as thinking and feeling should be part of students' lives. By expanding the definition of text to include a variety of printed, visual, oral, electronic, and other types of texts, physical education teachers can incorporate literacy activities to enhance affective and cognitive transactions during physical education. These activities can also make connections to other subject areas, thereby promoting learning and making movement a meaningful part of daily living. In addition, these tenets of content literacy contribute to making physical education a mindful (thinking) and feeling discipline as well as an active living one. Under the umbrella of a content literacy philosophy, this article presents examples of several alternative texts (i.e., poetry, sculpture, picture) to use in physical education. It then discusses the use of such alternative texts and appropriate teaching strategies for building body image, providing outdoor education, and promoting the study of physical exertion.