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Using Visual Supports to Teach English Language Learners inPhysical EducationHuong Tran Nguyen a & Megan Fujiko Watanabe ba Department of Teacher Education , California State University , Long Beach , CAb Frances Blend School , Los Angeles , CAPublished online: 25 Sep 2013.

To cite this article: Huong Tran Nguyen & Megan Fujiko Watanabe (2013) Using Visual Supports to Teach English Language Learners inPhysical Education, Journal of Physical Education, Recreation & Dance, 84:8, 46-53, DOI: 10.1080/07303084.2013.818432

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46 Volume 84 Number 8 october 2013

Twenty-five percent of students in the United States are children of immigrant parents, who are considered English language learners or ELLs (Gandara & Hopkins, 2010). Some ELLs are fluent in English, but others have

limited proficiency. As a collective ELL group, their performance level on every measure from achievement scores to graduation rates tends to be lower than almost any other category of students (Gandara & Hopkins, 2010). These students are heterogeneous in race, ethnicity, nationality, language of origin, socioeconomic background, immigration status, generation in the United States, proficiency in their first language (or L1) and English (or L2), and parental level of education (August & Shanahan, 2006).

With over five million ELL students enrolled in U.S. schools—a 57 percent increase over the past 10 years (Ballantyne, Sand-erman, & Levy, 2008)—it is likely that teachers (across subjects and disciplines, including physical education) will, at some point in their careers, have taught at least one ELL student. California public schools, for instance, served over 1.5 million ELLs in the 2011–2012 academic year. Eighty-five percent of California’s ELLs

speak Spanish, 2.4 percent Vietnamese, followed by less than 2 percent Tagalog, Cantonese, Hmong, Mandarin, Arabic, Korean, Punjabi, and Cambodian (California Department of Education, 2011–2012).

With budget constraints looming nationwide, it is unlikely that schools will have an English-language development (ELD) spe-cialist on site to assist content teachers (e.g., physical education) in meeting the diverse needs of ELLs in their respective settings. However, in the physical education (PE) setting, activities are gen-erally kinesthetic and participatory in nature (Murata & Maeda, 2002); therefore, physical educators are uniquely positioned to create a low-anxiety and receptive atmosphere that supports ELL students’ English language acquisition (Clancy & Hruska, 2005). The purpose of this article is to provide PE teachers with practical

Q1

Huong Tran Nguyen (HuongTran.Nguyen@csulb.edu) is an associate professor in the Department of Teacher Education at California State University in Long Beach, CA. Megan Fujiko Watanabe is an adapted physical education specialist at Frances Blend School in Los Angeles, CA.

Huong Tran nguyen

Megan Fujiko WaTanabe

Using Visual Supports to Teach English Language Learners in Physical Education

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speak Spanish, 2.4 percent Vietnamese, followed by less than 2 percent Tagalog, Cantonese, Hmong, Mandarin, Arabic, Korean, Punjabi, and Cambodian (California Department of Education, 2011–2012).

With budget constraints looming nationwide, it is unlikely that schools will have an English-language development (ELD) spe-cialist on site to assist content teachers (e.g., physical education) in meeting the diverse needs of ELLs in their respective settings. However, in the physical education (PE) setting, activities are gen-erally kinesthetic and participatory in nature (Murata & Maeda, 2002); therefore, physical educators are uniquely positioned to create a low-anxiety and receptive atmosphere that supports ELL students’ English language acquisition (Clancy & Hruska, 2005). The purpose of this article is to provide PE teachers with practical

Q1

instructional strategies, such as the use of visual supports, to fos-ter ELLs’ independent and group learning and to augment their chances for successful language development and participation in the PE classroom.

Knowledge of Linguistic and Cultural BackgroundsIn order for teachers to provide appropriate instruction for ELLs, they must be aware of these students’ level of proficiency in English and home language. This information can be found by contacting their school’s head counselor, grade level counselor, administrator or designee, ELD specialist, program specialist, program facilita-tor, department chair, or bilingual teacher. The California Educa-tion Code (www.cde.ca.gov/ta/cr/documents/hlsform.doc), for instance, contains legal requirements that direct schools to deter-mine the language(s) spoken in the home of each student. Hence, when parents initially enroll their child in any school district, they must answer four questions on the Home Language Survey (HLS; www.cde.ca.gov/ta/cr/documents/hlsform.doc). If a language other than English appears on any part of the HLS, the California

English Language Development Test (CELDT; www.cde.ca.gov/ta/tg/el/documents/celdt101.pdf#search=home%20language%20survey&view=FitH&pagemode=none) must be administered. Re-sults of the CELDT are essential in determining the student’s Eng-lish proficiency level (beginning, early intermediate, intermediate, early advanced, or advanced) and proper instructional program placement (ELD I, II, III, or a content-specific sheltered class for early advanced and advanced levels) and related services. Table 1 provides performance descriptors by proficiency level.

Theoretical and Pedagogical ConsiderationsOnce ELL students’ proficiency levels have been identified and place-ment has been properly made, teachers must implement research-based methods and strategies to address the unique needs of this special population. Furthermore, teachers need to locate resources (e.g., bilingual personnel, tutor, adult volunteer, student) to help ELLs, particularly those whose schooling has been disrupted or who are new to U.S. culture and values.

Many ELLs may not be able to speak, read, and write at a level comparable to their English-only peers due to their lack of

Table 1. 2011–2012 CELDT Overall Test Performance Descriptors, Grades 2 to 12

CELDT Level CELDT Performance DescriptorsBeginning Students at this level of English-language proficiency may demonstrate little or no receptive or

productive English skills. They are beginning to understand a few concrete details during unmodified instruction. They may be able to respond to some communication and learning demands but with many errors. Oral and written production is usually limited to disconnected words and memorized statements and questions. Frequent errors make communication difficult.

Early Intermediate Students at this level of English-language proficiency continue to develop receptive and productive English skills. They are able to identify and understand more concrete details during unmodified instruction. They may be able to respond with increasing ease to more varied communication and learning demands with a reduced number of errors. Oral and written productions are usually limited to phrases and memorized statements and questions. Frequent errors still reduce communication.

Intermediate Students at this level of English-language proficiency begin to tailor their language skills to meet communication and learning demands with increasing accuracy. They are able to identify and understand more concrete details and some major abstract concepts during unmodified instruction. They are able to respond with increasing ease to more varied communication and learning demands with a reduced number of errors. Oral and written productions have usually expanded to sentences, paragraphs, and original statements and questions. Errors still complicate communication.

Early Advanced Students at this level of English-language proficiency begin to combine the elements of the English language in complex, cognitively demanding situations and are able to use English as a means for learning in academic domains. They are able to identify and summarize most concrete details and abstract concepts during unmodified instruction in most academic domains. Oral and written productions are characterized by more elaborate discourse and fully developed paragraphs and compositions. Errors are less frequent and rarely complicate communication.

Advanced Students at this level of English-language proficiency communicate effectively with various audiences on a wide range of familiar and new topics to meet social and learning demands. In order to attain the English proficiency level of their native English-speaking peers, further linguistic enhancement and refinement are still necessary. They are able to identify and summarize concrete details and abstract concepts during unmodified instruction in all academic domains. Oral and written productions reflect discourse appropriate for academic domains. Errors are infrequent and do not reduce communication.

Source: California Department of Education (2011–2012).

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exposure to hearing and using English (Echevarria, Vogt, & Short, 2008; Genesee, Lindholm-Leary, Saunders, & Christian, 2005). Teachers and English speaking peers can serve as role models. In the early stages of language acquisition, ELLs often shift from one language to another within an utterance or a sentence, but their nonverbal skills (gestures, facial expressions, physical proximity) are age-appropriate. While their speech continues to emerge, ELLs will make common errors in pronunciation, word usage, grammar, and syntax (Krashen, 1995), which makes them feel vulnerable. Teachers must not allow students to ridicule their ELL peers for their accented English or for using the wrong term. Doing so signif-icantly reduces fear and anxiety and encourages ELLs to take risks, such as practicing English in front of their peers. Comprehensible input (Krashen, 1981, 1995), also known as Specially Designed Academic Instruction in English (SDAIE) strategies (illustrated in Table 2), also reinforces ELLs’ acquisition of language concepts, speech patterns, and fi tness skills. Table 2 can also be used as an informal observation tool among colleagues to support one an-other, provide constructive feedback, and discuss ways to improve teaching as a part of refl ective practice.

Though PE activities are generally kinesthetic and students learn in cooperative groups, some ELLs have diffi culty following the teacher’s oral directions and may be confused about what they are being asked to do, or they may misinterpret the teacher’s verbal cues. The next section highlights how visual supports can help in this regard.

The Benefi ts of Visual Supports

Enhancing Comprehension. To minimize potential confusion, PE teachers can pinpoint direct connections between language and concrete activities, verbally and/or in writing (e.g., fl ashcards, sen-tence strips, posters, or the white/chalkboard). Students can also demonstrate comprehension of verbal commands through visible expression or by active involvement with language skills (e.g., listening, speaking, reading, writing, or a combination of skills). Clancy and Hruska (2005) suggested incorporating language-skill objectives in physical education content. For example, when students listen carefully to the teacher or peers describe a specifi c locomotor skill, then demonstrate it, they are practicing their lis-tening skill. While it may sound simple, many ELLs need suffi cient time to process the teacher’s questions or directions and mentally translate it into their fi rst language before they can perform the skill. To reinforce speaking skills, students can repeat rules and di-rections before working out with a partner and offer feedback to one another.

Reading and writing are cognitively demanding (Cummins, 2000) tasks that can be emotionally challenging for ELLs. If the PE teacher (or bilingual aide) is profi cient in the student’s fi rst language (L1), clarifying certain concepts in L1 can be immensely helpful and validating to that student (Genesee et al., 2005), rather than humiliating the student by insisting on English-only responses. For instance, when asking a student to pick up a note

Table 2.Specially Designed Academic Instruction in English (SDAIE) Strategies

Suggested Techniques Evidence/Example1. Be genuinely enthusiastic—it’s contagious!2. Allow opportunities for trials and errors (do not expect mastery in speech and/or syntax with beginning and emergent learners)3. Use good-quality visuals (with visibly large font)4. Use Total Physical Response (Asher, 1966) gestures, body language, and facial expressions 5. Speak slowly (not loudly!), enunciate clearly, and use timely pauses 6. Use longer and natural pauses (allow wait time and think time)7. Repeat, review, and model throughout the lesson8. Check for understanding by posing appropriate questions (age and level of diffi culty) 9. Use interesting, shorter sentences 10. Use simpler syntax (grammar) and fewer pronouns11. Use high-frequency vocabulary (familiar and commonly used)12. Maintain a low-anxiety level or affective fi lter 13. Introduce students to cooperative-learning group activities (fl exible, heterogeneous, or homogeneous grouping structures)Adapted from Echevarria, Vogt, & Short (2008); and Krashen & Terrell (1983).

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card from the fl oor and read it, allow him or her to consult with a peer who speaks the same L1 fi rst, before signaling that student to perform according to what was written on the card. When asking students to write a simple report of the day’s warm-up, practice drills, or a locomotor movement, allow ELLs to represent concepts in a diagram or graphic organizer instead. In short, teachers need to increase opportunities for students to participate in activities using different techniques, practice their receptive skills of listen-ing and reading, and their expressive skills of speaking and writing (Clancy & Hruska, 2005).

Visual supports such as pictures, charts, posters, web images, or technology devices add clarity to the teacher’s oral commands and predictability for what may come next. Another effective vi-sual support is total physical response (TPR; Asher, 1966), through which teachers use gestures, body language, and facial expressions to make directions clear. For instance, a teacher can say:

Watch how I fl ex my biceps (modeling). I want everyone to do the same with me (guided practice). Alright, that’s how you do it. Let’s have this

group fl ex their biceps. Make sure it’s nice and tight. Good job! Now I’m going to call on individual students to do the same (assessing prac-tice). Let’s have you fl ex your biceps! (checking for understanding dur-ing independent practice).

In addition to TPR, predictable routines and visual supports also help to minimize ELL students’ affective � lter and augment their understanding. When teachers enunciate slowly and clearly, write directions on the board or post them on chart paper for reference (as needed), and model desired learning outcomes, ELL students have a much better chance of learning and performing (Cummins, 2000; Krashen, 1995; Krashen & Terrell, 1983).

Increasing Student Success and Minimizing Misbehavior. A positive learning environment encompasses fair and equitable classroom practices modeled by the teacher. Students acquire the academic language used by adults and learn the importance of ap-propriate social interactions with adults and peers in the context of school (Echevarria et al., 2008). With far more peers in a physical education class than in most other subject disciplines (at least at the secondary level), ELL students have many opportunities to develop friendships with classmates, exchange ideas, practice English, and support one another. Routines, familiar procedures, and an agenda for the day posted on the board provide ELL students with exter-nal predictability and reduce apprehension. This article offers some examples of behavior management strategies using visual supports (i.e., Behavior Management Board and First…Then Board; Figures 1 and 2) to augment comprehension, increase student participa-tion, and decrease the likelihood of behavior infractions.

The Behavior Management Board (Figure 1) activity helps stu-dents work toward a goal. Students can earn “learning tokens,” which are placed on the board as a positive reinforcer to encourage

Figure 1. Behavior Management Board

Students complete a personalized chart by earning “learning tokens” with questions and facts corresponding to pictures. For example, the “learning token” with a picture of a heart has an ac-companying question, “What is the size of our heart?” (Answer:

size of our fi st). Completion of the activity promotes understand-ing of fi tness-related facts and being rewarded with positive behav-

iors in the classroom (e.g., free time, classroom helper).

Figure 2. First … Then Board

The visual tool provides students with a heads-up on what to expect in a day’s lesson. The instructor points to the wording

“First” then points to the picture/activity that the student performs. Next, the instructor points to the word “Then” and gestures to the picture/activity that the student performs next (in this case, going home). In the center of the board is a “break” card. This is there if a student needs to take a minute to refl ect and take a breath to

prevent becoming overwhelmed.

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them to complete their work, listen and follow directions, collabo-rate with partners, and so on. When students fi ll the board with these tokens, they can earn rewards (e.g., free time, stickers, go to lunch 5 minutes early, or other teacher-determined rewards). The more students are appropriately and positively reinforced, the less likely they will feel the need to engage in attention-getting behaviors.

To create a Behavior Management Board, teachers will need a laminated 9 × 13-inch (or larger, depending on the preference of the teacher) poster board with Velcro backings and at least 30 laminated learning tokens with pictures and questions (front of tokens) and answers (back of tokens) with Velcro backings. Questions can vary based on lesson units and objectives. For example, a PE question can be “How big is your heart?” (written on the front of the token) with its accompanying answer “The size of your fi st” (written on the back of the token). Procedures for using this board include inform-ing students of the opportunity to accumulate learning tokens for positive behaviors toward earning a reward when the board is fi lled. Teachers determine which behaviors they wish to encourage and re-ward, such as raising their hand to be called on, assisting other peers, performing locomotor skills upon teacher signals, listening and fol-lowing safety directions, and so on.

A second example of visual supports is the First…Then Board (Figure 2), which can also be created at minimal cost. It is also a preventive discipline method to help students avoid behavior in-fractions by actively participating in the PE activity alone or with others. This board is a visual schedule that lets students know which activities are being taught and what to expect next to help minimize student anxiety.

To create a First…Then Board, teachers need a 9 × 13-inch (or larger, depending on the preference of the teacher) board with the label “First” on the left side of the board and the label “Then” on the right, with Velcro backings, and laminated visuals of routines or activities with Velcro backings for the student to follow and

perform. For example, in Figure 2, under “First” there is a picture of a class with students, and under “Then” there is a picture of a house. This means that � rst students must complete class work/activity with their peers, and then they get to go home. To use this board, both teacher and students can remove the appropriate card label (with Velcro backing) when a task is successfully com-pleted. Gradual release of responsibility from teacher to students will help students to develop independent learning and boost their self-confi dence.

Visuals can be used during daily warm-ups led by the teacher or a student. The teacher can hold up a picture card of a skill or movement, say its name, and show how to perform it. Along with the teacher, the students can practice saying the words aloud and physically demonstrate the skill while looking at the visual. This technique can be an incentive for all students to behave accordingly, arrive to class punctually, and/or be the designated warm-up leader.

A third example of visual supports are Visuals on Rings ( Fig-ure 3), with images of activities on cardstock for students to see

Figure 3 (a & b). Visuals on Rings

The designated student utilizes these visual warm-up stretches to lead the class in the daily stretch activity. For example, the leader takes each visual, looks at it, reads the warm-up activity on the card aloud, and demonstrates the stretch while leading their peers. This helps

guide students in learning the names of all warm-up stretches, and how to properly perform them independently or with a classmate without constant requests for adult assistance.

a b

A vis ual schedule ... lets

students know which

activiti� are being taught

and what to � pect n� t

to help minim� e student

anxiety.

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and practice skills. Visuals on rings or in a binder (organized by units and skills) are easy to maneuver for daily use. To crease visu-als on rings, teachers will need laminated visuals with a variety of stretches that are labeled, cut-out cardboard pieces, and a key ring. Glue can be used to attach the visuals onto the cardboard pieces, and the key ring to keep them together. Visuals are an essential tool when teaching new physical education concepts, motor skills, and language skills to ELLs or for reviewing and reinforcing prior knowledge and skill. Physical education teachers can utilize visu-als when giving instructions to students by holding up the visual while physically demonstrating the skill. The students can look at the visual, read the description, say the skill or concept aloud, and predict what is asked of them. The use of the visual, physical demonstrations, practicing saying the phrase aloud, and physically performing the skill facilitate ELLs’ development and refi nement of English skills in the PE setting.

A fourth example of visual supports is the Fitness Deal game ( Figure 4). The center of the board has “fi tness game-show” prizes, a score sheet to the right, and fi tness-component pockets to the left. Each prize has a Velcro backing (a visual of an activity and a point value). This game incorporates fi tness activities in a fun way and builds on students’ language skills. Students can listen attentively to verbal instructions and identify important details and concepts by using both verbal and nonverbal responses. They have the chance to demonstrate comprehension of one-step direc-tions and instructions through nonverbal responses to movement

elements. They can also demonstrate two- to three-step oral direc-tions and state simple one- or two-word movement elements (e.g., jump, stretch).

To create a Fitness Deal game, teachers will need (1) a tri-fold board; three sheet protectors with Velcro backings labeled cardiovascular endurance, muscular endurance/strength, and fl exibility; (2) a laminated score sheet with Velcro backing; (3) a dry-erase marker with Velcro backing; and (4) 21 laminated game-show prizes with corresponding foam stickers and Velcro backings. Teachers will need to let students know that playing this game will give them the opportunity to earn fi tness prizes. On the prizes, a foam sticker is placed on the right corner to indicate a specifi c fi tness component (i.e., heart: cardiovascular; fl owers: muscular strength and endurance; circle: fl exibility). By using foam stickers (sensory), students with a visual impairment can also feel the objects with their fi ngers to determine the shape of the object (heart, fl ower, or circle). The teacher calls on a student to select a game-show prize. The whole class performs that activ-ity. If the class completes it successfully, all earn a point value. The student who chooses the game-show prize gets to write the point value on the score sheet. Then, the student places the game-show prize in the appropriate fi tness pocket and selects a peer to be the next contestant to select a new prize (activity).

Sample Lesson Plan Table 3 presents a sample lesson plan to teach the Fitness Deal activity, as discussed earlier. Although California content standards and English-language development standards are used, PE teach-ers in other states can modify or adapt components of this lesson plan to suit the needs of their students. Differentiating instruction based on the ELLs’ English profi ciency levels is key to appropri-ately meeting their learning needs. This article focuses on the fi rst three profi ciency levels because most ELLs at these stages of acqui-sition are challenged by the complexity of the English language; thus they need ample support in the PE classroom to acquire and refi ne their listening, speaking, reading, and writing language skills. Students at Level 1 (beginning) may demonstrate little or no recep-tive or productive English skills. They are beginning to understand a few concrete details during unmodifi ed instruction. They may be able to respond to some communication and commands but with many errors. Oral and written production is usually limited to disconnected words. They can perform an activity with a peer who helps with the different fi tness activities based on the visuals the instructor holds up.

Students at Level 2 (early intermediate) can perform group ac-tivities with or without a peer tutor while attempting to say the fi tness concepts and muscle names. Students at Level 3 (intermedi-ate) can perform the same activities independently and name the fi tness concepts and muscles correctly in (nearly) full sentences. Under behavioral objectives, several examples are included for the motor (cardiovascular, motor endurance, and fl exibility activities), cognitive (read fi tness-prize task cards), and affective (students as-sisting or encouraging other peers) domains. Additionally, the ex-amples take into account the likelihood that PE teachers may have students with a wide range of skills and abilities in a class of 60 or more, and some students may have learning disabilities. Although this article is not about students with disabilities in the PE setting, some of the modifi cations suggested would benefi t students with learning disabilities.

Figure 4. Fitness Deal Board

This is a fun fi tness game that students perform with their class-mates as contestants. One by one, each contestant chooses a game-show piece on the center of the board and performs the

activity on the back of the card (with a designated point amount). To earn points, the class has to perform the activity together.

Once the activity is completed, they must determine if the activity worked on cardiovascular endurance, muscular strength/endur-

ance, or fl exibility, and place it into the corresponding fi tness pocket. Then another contestant is selected to choose a new

game-show piece.

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Table 3.Sample PE Lesson Plan for the Fitness Deal Activity

California Content StandardsStandard 3: Assess and maintain a level of physical fi tness to improve health and performance. Standard 4: Students demonstrate knowledge of physical fi tness concepts, principles, and strategies to improve health and performance.Standard 5: Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activities.

California English Language Development Standards (First Three Levels)

Behavioral Objectives Motor 1. Students will perform cardiovascular activities with their peers and peer tutors with physical

and verbal assistance2. Students will perform muscular endurance activities with their peers and peer tutors with

physical and verbal assistance3. Students will perform muscular strength activities with their peers and peer tutors with

physical and verbal assistance4. Students will perform fl exibility activities with their peers and peer tutors with physical and

verbal assistanceCognitive 1. Students will read the prize task cards independently or with their peer tutor with the

assistance of visual cues2. Students will state or show their peers the review questions at the end of the lesson3. Students will read the prize task cards with the teacher and show the class the exercise

with verbal assistance4. Students will count out loud the number of points earned during their fi tness deal game5. Students will place the correct game card in the correct fi tness sleeve of muscular

endurance and strength, cardiovascular endurance, or fl exibility. Affective 1. Peer tutors will assist students with disabilities and ELLs in performing the fi tness task card

and answering questions in class2. Students offer encouragement and/or constructive feedback to peers for performing fi tness

task cards or other game activities

Activity: Fitness Deal! Duration: 20 minutes + Behavioral Objectives: Motor #1–4, Cognitive # 1–5, and Affective #1 CA Content Standards: 3, 4, and 5 CA ELD Standards: Beginning, Early Intermediate, and IntermediateInstructions:1. The teacher will go over the fi ve aspects of fi tness (cardiovascular, muscular endurance, muscular strength, fl exibility, body composition). 2. The teacher has a tri-fold board (game-show board) with a variety of fi tness activities (prizes). 3. Prize cards have a visual of the activity on the front of the card, and a description and point amount on the back.4. Each student (contestant) will have a turn in choosing a prize to perform together with the class. 5. Students will keep track of their points earned on the game board.6. They place their fi tness card in the correct fi tness-category sleeve. 7. Exercises (prizes) consist of sit-ups, push-ups, planks, wall sits, high knees, jumping or hopping over spot, free choice, squats, heel-toe, quick

feet, crab kicks, bicep curls, punches, bridge, V-sit, lower abs, X-jump, ski-jumps, superman stretch (yoga), standing tree pose (yoga), cobra pose (yoga), and lunges.

Cues: • “Straight as a board” • “How fast can you go?” • “How slow can you move?” • “Make a triangle with your knees” (90 degrees) • “Make a triangle with your elbow” (90 degrees) • “Curl” • “Straight”

Level Language Development Beginning Demonstrate comprehension of oral presentations of one-step directions and instructions through nonverbal responses to

movement elementsEarly Intermediate Demonstrate comprehension of two- or three-step oral directions and state one- to two-word movement elements (e.g.,

jump, stretch)Intermediate Listen attentively to oral presentation and information, and identify important details and concepts by using both verbal and

nonverbal responses

(continued on next page)

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Final ThoughtsWith ELLs outnumbering native speakers in K–12 classrooms na-tionwide, most teachers will likely have at least one ELL student in their class at some point in their career. Teachers may consider scaffolding their instruction using strategies and activities that capitalize on multiple learning modalities (e.g., visual, kinesthetic), such as the visual supports discussed in this article, to foster ELL students’ development of physical education skills in a nurtur-ing classroom atmosphere. Providing suffi cient time to think and understand is essential for ELL students to process the informa-tion presented by the teacher and come up with an appropriate response or performance.

Predictable routines, visual supports, and multiple opportunities for practicing oral and written English in a receptive learning envi-ronment can enhance these students’ overall English language ac-quisition and skills, whether they perform the aforementioned tasks independently, with peers, or under the guidance of a teacher. Us-age of the student’s fi rst language (if bilingual personnel is available) to clarify concepts is of paramount importance when a language barrier exists. The physical education setting is most conducive for ELLs, particularly for those with modest command of the language, because the activities are generally kinesthetic and participatory in nature. Therefore, physical educators are uniquely positioned to cre-ate a low-anxiety and supportive atmosphere to help ELL students to improve their English fl uency, build friendships, boost their confi -dence, and help them to embrace fi tness as a way of life.

ReferencesAsher, J. (1966). The strategy of the total physical response: A review. Mod-

ern Language Journal, 50, 79–84.August, D. & Shanahan, T. (Eds.). (2006). Developing literacy in second-

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Table 3.Sample PE Lesson Plan for the Fitness Deal Activity (Continued)

Modifi cations for Students with Disabilities: If needed, students with disabilities will be paired with a peer tutor. The tutors and teachers will help modify and give instructions on how to perform the movement correctly.

Sit-ups: high-fi ve sit-ups, peer tutors can hold feet downPush-ups: modifi ed on kneesPlanks: if they cannot get on their toes, perform on their kneesWall sits: perform more than 90 degreesJumping/hopping: if in chair, leg liftsQuick feet: step slowly, not quicklyCrab kicks: seated kicksBridge: perform seated V-sit: bring knees to chest

For English Language Learners:• ELD 1: Performs activity with a partner who helps with the different fi tness activities. Utilizes visuals that the instructor holds up. • ELD 2: Performs activity with the group without a peer tutor, attempts to say the fi tness concept and muscle names.• ELD 3: Performs activity with the group independently, says the fi tness concept and muscle names correctly in (nearly) full sentences.

To learn more about this topic, refer to this AAHPERD resource at www.aahperd.org/shop: Flash Fitness & the Incredible Physical Activities.

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