Using Physical Education

to Improve Literacy Skills

in Struggling Students

L
iteracy skills are an essential part of academic performance. When phys-
ical educators collaborate with classroom teachers to address these skills,
student engagement in the learning process can greatly improve. This
article begins by reviewing the growing issues surrounding student literacy and
its impact on academic performance. The discussion then moves to exploring
how physical education can be a positive setting for improving literacy skills in
students. The article concludes by providing specific examples for improving
literacy skills through physical education.

By David A. Wachob

12  Strategies
 With the majority of students reporting that the information
being taught in school is not interesting (Yazzie-Mintz, 2010),
it is no wonder that one in four students in grades 8 through 12
are scoring below the basic level of reading proficiency, and one
in four 12th-grade students cannot demonstrate a fundamental
ability to communicate in writing (National Joint Committee
on Learning Disabilities, 2008). These troubling findings are
strongly connected to student engagement, and researchers
are discovering that many schools lack this crucial component
(Berti, Molinari, & Speltini, 2010; Willms, 2003).
Often, teachers report that students fail as a result of a nega-
tive home environment, low intellectual ability, and low mo-
tivation to learn (Raths, 2000). However, in a three-year na-
tional study, researchers surveyed more than a quarter million
students (Yazzie-Mintz, 2010) and found that students report
lack of relevance of the material, poor interaction with the
teacher, and the work not being challenging enough as the top
reasons for disengagement. In fact, one of the lowest reported
reasons for disengagement was material being too difficult
(Yazzie-Mintz, 2010). This gap between teachers’ beliefs and
what students report creates a disconnect in students’ engage-
ment. If teachers can make a stronger connection with their
students and the content, engagement in learning can improve.
Ultimately, schools that have high levels of student engage-
ment tend to have high levels of literacy skills (Willms, 2003).
Through proper planning and communication, physical educa-
tors can address literacy skills that will lead to increased student
engagement and school connectedness.
The term literacy goes well beyond being able to read and
write. According to the United Nations Educational, Scientific
and Cultural Organization (2004), “literacy involves a con-
tinuum of learning that enables an individual to achieve his
or her goals, to develop his or her knowledge and potential,
and to participate fully in the wider society” (pp. 12–13). In
other words, students should work toward achieving personal
academic goals that align with the skills required to become
productive citizens. When students achieve personal goals, they
1) are more interested in the outcome, 2) become more engaged
in learning, and 3) are more willing to participate in coopera-
tive-type activities — all of which can lead to improved literacy
skills (Willms, 2003).
Physical Education as a Tool for Change
The uniqueness of physical education class makes it ideal
for integrating literacy skills. This is because students naturally
gain knowledge outside of the traditional classroom setting
(Buchanan et al., 2002). Daggett (2010) discussed how physi-
cal education is uniquely different from the typical classroom
structure because “in an academic class you are taught a les-
son and then given a test. In physical education class you are
often given a test that teaches you a lesson” (CHILDS Play
section, para. 5). With the right planning, physical education
can encourage students to plan, investigate, reason, strategize,
and reflect — all of which build critical literacy skills (Buell &
Whittaker, 2001). Furthermore, when other content areas are
By collaborating with
classroom teachers,
physical educators
can address the
key components to
learning by creating
fun opportunities that
reinforce classroom
content through
hands-on activities
and by focusing on
physical literacy skills.
integrated with physical education, students can explore class-
room concepts through movement, which helps them discover
the relevance of the content and ultimately leads to increased
motivation to learn.
Literacy is a multifaceted concept that involves using a vari-
ety of means (e.g., listening, speaking, and writing) to exchange
information across a range of social contexts (Hay, Elias, &
Booker, 2006). One focus of literacy that may be useful for as-
sisting struggling students is physical literacy. Physical literacy
includes expanding the student’s ability to 1) read and respond
to the environment and to others through interaction, 2) use
the body as an instrument of expression and communica-
tion, and 3) demonstrate knowledge, skills, and understanding
(Daggett, 2010).
Struggling students often display common deficits that lead
to below-basic levels of physical literacy. Some common defi-
cits are often seen in students’ inability to organize, store, and
retrieve information; generalize and transfer learned knowl-
edge to new and unknown tasks; show adequate use of strate-
gies for solving tasks; and engage in appropriate social inter-
actions that are essential for school connectedness (Hay et al.,
2006). All of these areas of concern can be addressed and im-
proved through well-designed, cross-curricular, physical educa-
tion lessons.
A Cross-Curricular Approach to Improving
Literacy Development
One of the primary learning styles for many students is kin-
esthetic, or hands-on, learning (Gardner, 1999). Engaging in
positive social interactions, generalizing and transferring new
information, and solving tasks are essential for the developing
learner, and all of these are strengthened through physical lit-
Volume 27 • September/October  13
 Table 1.  Reading Integration Ideas for Physical Education
Grade
Level Activity Idea
Lower Acting out stories
This helps develop physical movement concepts and
reinforce the fun of reading. Give the classroom
teacher books to read to the class so that when
students come to physical education, they are ready to
act them out.
Hints:
•  Have students act out parts of books they are
reading.
•  Modify the themes of common activities to fit the
characters or stories of popular children’s books.
Middle Promote wider reading
Provide students with a variety of sports and activity
books that they can sign out to read.
Hints:
•  Ask other teachers to recommend and promote
their favorite sports books.
•  Keep a reading wall with artifacts related to the
topics being covered in class (i.e., memorabilia,
trivia questions, student artwork, etc.).
•  Choose books that are relevant to current unit
themes, and add to the collection as the year
progresses.
Upper Novel-themed events
Using popular young-adult novels (such as
The Hunger Games) as the theme, create an activity
or conduct a field-day event.
Hints:
•  Have parent volunteers participate and help
manage stations.
•  Excite the students by creating a trailer video
about the event and have the students watch it
during the daily announcements.
eracy. By collaborating with classroom teachers, physical edu-
cators can address the key components to learning by creating
fun opportunities that reinforce classroom content through
hands-on activities and by focusing on physical literacy skills.
When teachers work together to deliver content, they demon-
strate school connectedness to students. This connectedness en-
14  Strategies
Integration Ideas
Good fitness books for acting out:
1. 
Wallie Exercises (by S. Ettinger): Students learn
important fitness concepts while following Wallie
on his hilarious journey to get in shape.
2. 
I.Q. Gets Fit (by M. A. Fraser): A class pet mouse
decides to get in shape by exercising.
3. 
Exercise-Looking After Me (by L. Gogerly):
A grandmother has her grandchildren visit and
refuses to let them be couch potatoes. During
their visit, they do fun activities together to stay in
shape.
Suggested sports and activity books:
1. 
Camp Out!: The Ultimate Kids’ Guide
(by L. Brunelle): Everything students need to
know about camping.
2. 
Foul Football (by M. Coleman): Provides fun facts
about the game of football (known as soccer in the
U.S.).
3. 
Sports Sabotage (by F. W. Dixon): The Hardy Boys
bring their detective skills to the athletic arena in
this all-new Secret Files mystery.
4. 
Body Owner’s Handbook (by N. Arnold): A book
about the human body that helps kids learn and
laugh at the same time.
Tips for developing novel-based activities:
1. Draw on quotes from the book to develop themes
for activities. For example, using the following
quote from The Hunger Games (by S. Collins),
“What I want most, right at this moment, is water.
I won’t last long without it. For a few days, I’ll be
able to function . . . but after that I’ll . . . be dead in
a week, tops” (pp. 153–154), students could be the
first district (team) in a relay to fill a 2-liter bottle
to the line.
2. Try to include the conflict from the story into the
event. For example, from The Hunger Games, use
the conflict of the Capital (teachers) versus Katniss
(students) to excite the students about the event
and motivate them to read.
courages students to challenge themselves, which in turn leads
to higher engagement in learning (Ekeland, Heian, & Hagen,
2005).
There are endless ways to address literacy skills in physi-
cal education. Providing written instructions or task cards, in-
corporating vocabulary into each activity, developing personal
 Table 2.  Language Integration Ideas for Physical Education
Grade
Level Activity Idea
Lower Walk This Way
This activity works well when practicing locomotor
skills while teaching adverbs.
Hints:
•  Have large note cards with adverbs and locomotor
movements.
•  Go around and have students randomly choose a
card that describes the next move.
•  Use silly adverbs (e.g., nonchalantly, angrily,
beautifully) and get ready for some interesting
locomotor skills!
Middle Pass the Word
This game can be played when practicing passing
skills (e.g., football, basketball, etc.).
Hints:
•  Provide students with a list of physical education
vocabulary words or get one from the classroom
teacher.
•  At first, provide terms or meanings around the
gym and then make students memorize them
once they get the hang of the activity.
Upper Scrabble Shuffle
This is a small-group activity that can enhance
students’ vocabulary and teamwork skills.
Hint:
Scrabble letter point values:
*2 blank tiles (scoring 0 points)
*1 point: E ×12, A ×9, I ×9, O ×8, N ×6, R ×6,
T ×6, L ×4, S ×4, U ×4
*2 points: D ×4, G ×3
*3 points: B ×2, C ×2, M ×2, P ×2
*4 points: F ×2, H ×2, V ×2, W ×2, Y ×2
*5 points: K ×1
*8 points: J ×1, X ×1
*10 points: Q ×1, Z ×1
goals, and completing self-assessments can all help students
to develop physical literacy skills (Ballinger & Deeney, 2006).
However, the best way to create highly engaged students is by
incorporating a cross-curricular approach to learning (Willms,
2003), which can improve comprehension of physical educa-
tion, as well as other subject areas. The most effective way to go
about this cross-curricular process is for the physical educator
Instructions
Tips for incorporating adverbs:
1. Briefly discuss what adverbs are, and focus on
using “ly” examples.
2. Have the students start by walking around the
area.
3. From a set of cards, yell out an adverb that
describes how the students should be walking
(e.g., “walk quickly”).
4. Continue to switch the locomotor skill (skipping,
jogging, etc.) and adverbs.
Tips for incorporating words and definitions:
1. Pair or group students.
2. As they practice passing, they shout a word or
meaning.
3. The receiver or catcher then has to give the
meaning or the word depending on what was
shouted first.
4. Award points for correct answers, and limit
thinking time to maintain pace.
Tips for incorporating vocabulary:
1. Make a set of flashcard letters with point values
for each letter (see hint for letter point value).
2. Break up students into small groups and spread
groups around the perimeter of the gym.
3. With the Scrabble cards in the center court, the
teams have a few minutes to run out, pick up one
letter, and bring it back to their group.
4. After a few minutes, each group should have a
dozen or more letters to work with.
5. Now give students one to two minutes to
formulate as many words as possible with the
letters that they have gathered. Each letter can be
used only once.
6. Have the groups add up the points from each
letter card used to spell the words.
to have ongoing communication with the classroom teachers.
To plan appropriately and keep up with the fast-paced school
curriculum, physical educators need to collaborate on a regular
basis with other content teachers. For example, having access to
the weekly vocabulary words that students are learning or a list
of themes being discussed in a history unit can help physical
educators incorporate this information into their lessons. Most
Volume 27 • September/October  15
 Table 3.  Tips for Encouraging Speaking and Listening Skills in Physical Education
Strategy
Guided Discovery
Provide students with open-ended questions that encourage
them to think and develop a response based on prior
knowledge and exploration of the task.
Group Interactions
•  W hen using peer assessments, set standards and specific
objectives to help students provide authentic constructive
feedback.
•  Allow time for students to explain their ideas. This allows
them to internalize their strategies.
•  Giving a typically passive group member an activity guide
to lead other students encourages speaking from less
involved teammates and more listening from the natural
“leaders” in the group.
•  Keep groups small to encourage fuller participation.
Encouraging Environment
•  Provide students with the tools needed to encourage
positive communication.
•  Establish time and procedures dedicated to
helping students work through disagreements and
miscommunications.
teachers have this information well in advance, leaving plenty
of time to prepare and coordinate.
A fun and easy way to build on what’s being done in the class-
room is through sharing unit themes with other teachers. For
instance, if the students are reading a book in class, the physical
educator can help students “step into” the story, thus making a
deeper connection to the literature (Colvin & Rayburn, 2007).
This can give students the opportunity to transfer ideas they are
learning in the classroom, get a more multi-dimensional look
at the characters in a story, and solve problems (conflicts) that
may arise in a story. For the primary grades, physical educators
can suggest some reading titles that the classroom teacher can
introduce to the class so that when the students come to physi-
cal education, they are ready to act them out. For older students
with assigned novels to read, physical educators can add the
theme of the book to common physical activities. For example,
if the students are assigned to read Charlotte’s Web for class, the
physical educator can change the theme of a common chasing-
and-fleeing game by adding main characters (e.g., the farmer
[chaser], Wilbur the pig [fleers], and Charlotte [rescuer]) of the
16  Strategies
Examples
•  “Is it better to jump from a standing position or by taking
a few steps first?”
•  “ What are some ways that worked well to get the ball to
teammates on your side of the court?”
•  “ While practicing dribbling, use this skill sheet to assess
your partner and provide them with tips to improve their
performance.”
•  “Each player must develop a play route that the group
will practice and use when it’s time to play the game.”
•  “One member (quiet student) of each group has a guide
to help develop strategies and approaches to complete
today’s task. Seek their advice as you explore options.”
•  Bulletin board displaying speculative language (What
if we? Should we? Maybe . . .), problem-solving steps,
detailed information about particular skills, etc.
•  “ What were some roadblocks that your group had
while completing the task? Could you get past those
roadblocks? Why or why not?”
•  Develop quick steps (e.g., rock, paper, scissors) to handle
simple conflicts (two students arguing over equipment).
This allows students to work positively through situations
by themselves and decreases negative communication
during lessons.
story into the game. More story integration ideas are presented
in Table 1.
Another way to infuse literacy into physical education is
through language integration. For example, incorporating vo-
cabulary words into physical education is an easy way to expose
the content through kinesthetic learning. Integrating language
skills into physical education not only reinforces vocabulary and
parts of speech being taught in the classroom, but also encour-
ages students to communicate with one another and ultimately
promotes the use of different strategies for solving problems —
all of which are skills struggling students lack (Hay et al., 2006).
For example, if students are learning about prepositions in the
classroom, the physical educator could create instructional cues
based on a list of prepositions (i.e., up, down, beside, toward,
etc.) posted on the gym wall. See Table 2 for some more ideas
for integrating language skills into physical education class.
Lastly, physical education class can reinforce the importance
of effective listening and speaking skills, which are an essen-
tial part of literacy. Often, students who struggle with literacy
skills also lack oral expression skills (Thompson, Bakken, Fulk,
 One of the best ways
to build on listening
and speaking skills is
through cooperative
activities, or tasks that
require students to
work together to be
successful.
& Peterson-Karlan, 2007). To be successful in many activities
presented in physical education, students must successfully
communicate with one another, especially in the roles of leader,
partner, supporter, or evaluator. These complex interactions
among students involve skills that need to be explicitly taught.
One of the best ways to build on listening and speaking skills is
through cooperative activities, or tasks that require students to
work together to be successful. For example, by giving students
a seemingly impossible task (i.e., getting a group of students
across the gym floor using only a beach towel) requires students
to listen to different group members’ ideas and learn through
the process of trial and error. It is important to note that these
types of activities can elicit frustration in students, because they
are given a task they think is impossible to complete. Therefore,
it is essential for the teacher to provide students with tools to
effectively communicate before, during, and after the activity.
Table 3 presents strategies and tips that teachers can use to
encourage positive listening and speaking skills in students.
Conclusion
Creating new avenues for students to actively participate in
the learning process can be difficult for many educators (Fred-
ricks, Blumenfeld, & Paris, 2004). However, as students remain
disengaged from school and the dropout rate continues to soar
(Yazzie-Mintz, 2010), it is important that schools and educa-
tors rethink how they are addressing learning and instruction.
Students need to have a more active role in their education and
be encouraged to explore ways to internalize content (Sousa,
2006). In doing so, schools allow students to personalize learn-
ing outcomes, which makes material more relevant and ulti-
mately creates physically literate students (Ballinger & Dee-
ney, 2006). Physical educators can lead this reform by crossing
curricular lines and promoting a positive learning environment
that strengthens school connectedness and student investment
in education.
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David A. Wachob (d.wachob@iup.edu) is an assistant professor in the De-
partment of Kinesiology, Health, and Sport Science at Indiana University
of Pennsylvania in Indiana, PA.
Volume 27 • September/October  17
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permission.