Teaching aids for bilingual Physical Education lessons Materiales didácticos para aulas bilingües de Educación Física
	Licenciada en Educación Física Profesora CLIL de Educación Física en secundaria (España)	Susana Rodríguez Cougil guscougil@edu.xunta.es
	Resumen           Aquí aparecen las líneas generales de una propuesta de sección bilingüe en inglés y una propuesta didáctica para E.F. dentro del programa PALE enfoque AICL. Este programa supone cursar la EF (u otra área no lingüística) en una lengua oficial y otra extranjera (inglés)).           Palabras clave: Educación física. Programa de apoyo a lenguas extranjeras. Programación didáctica. Materiales didácticos. Evaluación.   Abstract           Here we have the general guidelines of a bilingual section in English and a teaching unit of P.E., in the PALE program focusing on CLIL. This programme’s aims are to study P.E. (or a non-linguistic subject/area) in an official language and a foreign language (English).           Keywords: P.E. PALE. CLIL. AICLE Syllabus. Teaching aids. Assessment.
	EFDeportes.com, Revista Digital. Buenos Aires, Año 16, Nº 162, Noviembre de 2011. http://www.efdeportes.com/

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Introduction

    The job market demands the solid presence in school of foreign languages. We`re aware of the importance of being able of communicate in, at least, one foreign language. The bilingual classes are an opportunity to improve the English level of our students through Physical Education lessons.

General objectives of the bilingual program

• Intensify the learning of the English language through means of physical education (P.E.)

• Incorporate English as a communicative language in the subject of P.E.

• Learn technical vocabulary affiliated with subject (P.E).

The teachers:

• The head teacher of the English department has to coordinate the program and give supporting lessons to the students every week.

• The P.E. teacher will use a combination of Galician/Spanish and English with special emphasis on English, in at least, 50% of the time.

The students

• A group of 1º ESO (1st year students). They will have two 50 minutes classes per week. They go to school in O Carballiño, Ourense, Spain.

Contents

• We will bear in mind that we’re teaching P E., so the contents belong to the P.E. syllabus planning.

• They will be the contents of the general P.E. syllabus to 1st year, as a non-bilingual group.

• On the other hand, this bilingual section will focus on movement verbs, anatomic descriptions, elements of the session, descriptions of the tasks, exercises and motor actions, etc.

Methodology and strategies

    We will use gestures to identify the motor actions with English words. For example: the teacher will act as a model, stressing the English expression to describe the action.

    The teacher will encourage the students to speak English, giving positive feedback to reward the effort of every student.

    The pupils will have to actively participate in the process.

    The teacher will try to create a confident and natural atmosphere, in order to adopt English as the main language during the lessons.

    The P.E. and the English teachers will work together in order to combine and reinforce relative vocabulary, so that during the weekly supplementary English lessons, students will have the opportunity to revise said vocabulary.

    At the beginning of the period, parents and students will be informed of the objectives, to motivate and not be afraid to participate in a special program. We will try to focus that initial curiosity and encourage their desire to learn.

    With regards to the other aspects of P.E, they will follow the syllabus of the 1st year.

Guidelines to assesment

    To assess the bilingual P.E. students, we should use the assessment criteria that appear in our P.E. syllabus. Under no circumstances the use of English will have an adverse effect on their P.E. marks or the contents proposed in P.E.

    To determine their level of English, we will undertake an initial assessment.

    The assessment will be continuous. For every teaching unit the teacher will collect data of the individual development, to share with the planning coordinator, to readjust and improve the process, to report and to motivate the students.

    The teacher, who coordinates the program, has to evaluate the progression in the use of English.

The teaching unit: improve your skills; health and warm up

Objectives

• To improve their basic movement skill

• To understand and practice general warm-up exercises.

• To appreciate the relationship between physical activity and health.

Contents

Concepts

• Movement, jumping, throwing, catching, spinning, running, skipping…

• The effects of physical exercise against a sedentary lifestyle

• General warm-up, functions and applications.

• The elements of each session.

Procedures

• The practice of all types of games and exercises to develop and reinforce their basic skills

• Use of all types of equipment to improve their basic skills in ball control, rope work, bats, sticks…

• Reading: “the physical exercise and the health”” and “the warm-up”.

• Practical use of general warm-up exercises.

Attitude

• Appreciation and respect for their own skills and those of their fellow students.

• To make an effort in order to improve.

• Value and respect for their own body.

Methodology and strategies

    In this teaching unit, we have modified the rules of some games and tasks to improve the communication in English.

    So, playing “brilé” (similar to dodge ball, in which players try to hit other players on the opposing team with balls) the hit is only effective if the player says, in English, the part of the body where the ball hit.

    Also, they must say a word, a expression, a sentence before starting a game, etc.

    We will try to use vocabulary of English origin that often appears in some sports.

    We have bought a blackboard with wheels in order to be able to write anywhere in the sports centre (to begin with we were writing on the floor with chalk)

    The organization of the sessions should allow communication to be fluent; we will assist this by arranging students in a group circle during warm up.

Assessment criteria

    To participate, in a proactive way, in the practice of different games and tasks, following rules and being responsible of the materials and the sports facilities.

    Make an effort during the practical aspects of the lesson.

• Do general warm-up exercises

• To understand the different facets of each session

• To understand and to appreciate the effects that physical activity has with our health

    The assessment must be continuous. The student will choose the language of the exams (Spanish or English) whilst being encouraged to do so in English.

Assessment tools

    We will use instruments outlined in the teacher’s notebook: initial/final skills test, speaking exam, daily effort and general attitude.

    We will also use subjective judgement and observation to readjust the process.

    Qualifying criteria suggested: skills test 30% (evaluate progression) speaking exam 30%, effort and attitude (including behavior, proper clothing) 40%. It will be compulsory to achieve 5 points of each in order to pass.

Measures to promote diversity

    The information that we obtain in the initial assessment will inform us of each student’s different levels, rhythm of learning, etc. So that we will be able to adopt different methodologies and activities, modify work groups, adapt the tools and materials required, progress at a pace that every student is able to, etc.

    The assessment should be criterial, taking into account the individual progression in a global way (concepts, procedures and attitude) and knowing that the effort is more important than the performance. If it is deemed necessary, we will provide additional support.

    The P.E. classes/sessions

    Mostly in English, with a few short explanations in Spanish, they follow the traditional class format: warm up, main activity and cool down (12):

Teaching unit: Improve our  skills; health and warm up			Session Nº: 1
Objectives: Complete the skills test. Respect the abilities of others.
Vocabulary and expressions: skill, warm up, sports centre, goal,  basket, changing rooms, row of seats, centre of the court, stretching
Material: plastic balls, hockey sticks, 1 hockey ball, individual ropes, foam balls.
Time	Nº	Description activity
5’     15’ 5’             10’	1     2               3	Explain the objectives to the students. Talk about the meaning of the word skill   Warm up Explain, also with gestures from the teacher: - Run around slowly - Run in all directions, avoiding crashing into others in an enclosed space. - Touch the back/knees of your partners whilst avoiding being touched. Know the sports centre: Play catch in teams, (5) in a limited time (3’). The teacher writes several names on the blackboard or on some cards. The jail is the place the teacher outlines beforehand (goal, basket, changing rooms, row of seats, centre of the court…)
30’		Main activity Test. Circuit of 5 exercises, 6’ working. Every group should prepare the material written on the blackboard. Example: exercise 1: “ everyone takes a plastic ball and 2 cones” 1. In front of the goal: to get the cones into the goal/knock over the cones by throwing plastic balls 2. At the center of the court: pass a hockey ball with a stick. One player in the middle trying to rob the ball 3. In front of the changing room: work in pairs: pass, kick and catch a rugby ball 4. Next to the row of seats: skipping with individual ropes, moving forward 5. Between the baskets: work in pairs, passing a foam ball whilst running Write the individual results in the teacher’s notebook (0-10 points): initial skills test, effort and attitudes (daily).
5’		Cool-down Stretch softly. Introduce the word “stretching” Put away the material Go to the changing room and get washed and changed!

 

Teaching unit: Improve our  skills, health and warm up			Session Nº: 2
Objectives: Improve our skills (running and throwing).  Talk about physical activity and sedentary lifestyle.
Vocabulary and expressions: main parts of the body and joints, muscles, stretching, skills, changing room. Revise: sports centre, goal, basket, changing rooms, row of seats, centre of the court
Material: plastic balls
Time	Nº	Description activity
15’		Reading: “The benefits of physical activity and the effects of a sedentary lifestyle” (continue during supporting lessons) Warm up 1- Paint a figure on the blackboard. Altogether: say a part of the body. Pay attention to the word “muscles” 2- Run around the court twice 3- Run and move our shoulders in the space between the baskets 4- Move our joints: ankles, knees, hips, wrists and neck 5- Go near the goal: stretch our leg muscles 6- Stretch our arm muscles 7- Work in pairs: passing a plastic ball
30’		Main activity 1- At the center of the court: “play catch”. The catcher has to say a part of the body, and the players run away touching it. For example: “touch your head” 2- Groups of 3: “brilar”. To get it, say the part of the body where the ball hits. 3- Next to the row of seats: Brilé in groups. Same rules.
5’		Cool-down Simon says: do general stretching, revising the body parts Go to the changing room and get washed and changed!

 

Teching unit: Improve our  skills; health and warm up			Session Nº: 3
Objectives: Improve our skill using ropes
Vocabulary and expressions: warm up, work in pairs, joints  (ankles, knees, hip...) stretching, muscles, skill, rope, I like skipping.
Material: individual ropes and a big one
Time	Nº	Description activity
15’		Warm up
	1	Ask the students: What’s the first part of a session? Answer: the warm up
	2	Work in pairs: sharing and holding a rope, moving following our partner
	3	Work in pairs near the blackboard: moving our joints with the help of a rope. Focus on the name of the joints written on the blackboard
	4	Stretch our leg muscles
	5	Stretch our arm muscles
	6	In pairs: jump over the rope as your partner moves it around the floor
25’		Main activity
5’	7	Explain the objective of the session. Ask: what can we do with ropes to improve our skill?
5’	8	In pairs: Throw and catch the rope. The teacher writes on the blackboard: I like skipping.
5’	9	In pairs: skipping rope (1º individual)
15’	10	Co-operative game: shout and jump. Each student has to say the given sentence
		cross without jumping, skip the waves, jump ship, skip in and out once, twice, three times, one legged skipping, the pile up (pasar sin saltar - saltar las olas- pasar la barca- 1 salto y salgo/ 2 saltos y salgo- saltar a la pata coja- el montón)
10’		Cool- down
	11	Students suggest stretching exercises (legs and back). Remember: bring a pair of socks to the next session! (¡Traed un par de calcetines para la próxima sesión!)
		Go to the changing room and get washed and changed!

 

Teaching unit: Improve our  skills; health and warm up			Session Nº: 4
Objectives: Improve our skill with a pair of socks
Vocabulary and expressions: to throw/to catch, to hit, keep balance,  to pass, to move, left/right. Revise: skill, warm up, work in pairs, move our  joints, stretch our muscles, parts of the body + fist, elbow, forehead.
Material: each student brings a pair of bend socks
Time	Nº	Description activity
5’	1	At the blackboard, ask: what can I do with a pair of socks to improve my skill? With their answers, write a list with the new words.
15’		Warm up
	2	Run in pairs, following the movements of your partner.
	3	Move our main joints: the students have to say the name of each joint
	4	Socks, throw and catch, individual:
		- throw, spin and catch. Change left-right hand
		- throw behind the back/ elbow/ leg and catch
		- hit with right-left fist and catch with right-left hand
		- hit with right-left elbow and catch
		- keep socks in balance over right-left foot, throw and catch
		- hit with a foot/ knee/ leg and catch
25’		Main activity
5’	5	Relays (teams of 4) keeping socks in balance over the front head /elbow
10’	6	Work in pairs: simple juggling (juegos malabares) facing: right to right hand, left to left hand, right to left hand... Keep socks in balance over the elbow/leg/ foot and pass
5’	7	Work in pairs: throw and catch, moving around the court
5’	8	Work in pairs: football, stepping the socks over a line
5’		Cool down
	9	Stretch our leg muscles
	10	Stretch our arm muscles
		Go to the changing room and get washed and changed!

 

Teaching unit: Improve our  skills; health and warm up			Session Nº: 5
Objectives: Improve our skills with plastic rugby balls
Vocabulary and expressions: To kick. pass me the ball. Cool down.  Revise: main joints, to throw/to catch, to keep in balance, to hit, to pass,  to turn, to move, left/right, stretching, general warm up, skills.
Material: rugby balls
Time	Nº	Description activity
10’		Warm up
	1	Explain: we are going to do a general warm up. Run around the court twice
	2	General exercises.
	3	Flexibility exercises, moving our main joints. Each student says the name of a different one.
30’		Main activity
10’	4	At the blackboard, ask: what can we do with a rugby ball to improve my skills? With their answers, write a list in the middle of the court revising the verbs of session 5. Repeat the words.
5’	5	Keep the ball in balance over your left/right foot, throw and catch
	6	Throw the ball, turn and catch
5’	7	Groups of three students: 1 holds the ball, 2 kicks the ball and 3 catches it before it falls
10’	8	4 teams: try to do 10 passes, throwing or kicking the ball in one ½ of the court. Say “Pass me the ball”. Contact is not allowed!
10’		Cool-down
	9	Ask the group: which is the first part of a session? And the last...? Write both words and compare the meaning .The students suggest stretching and relaxing exercises to cool-down...
		Go to the changing room and get washed and changed!

 

Teaching unit: Improve our  skills; health and warm up			Session Nº: 6
Objectives: Improve our skills with plastic rugby balls. The importance of the warm up
Vocabulary and expressions: I have got an injury/ It hurts, to touch. Revise: muscles, main joints, to throw, to keep balance, to pass, to move, left/right, stretching, general warm up.
Material: rugby balls
Time	Nº	Description activity
15’		Warm up
	1	Explain: what is the warm up for? Write the answer on the floor: 1.To prevents injuries 2.To be more efficient. Explain the concept injury
	2	Do a general warm up with the ideas of the students. Revise main joints and the word “muscles”
25’		Main activity
8’	3	Game: I have got an injury and It hurts. Play catch (pillar) the persecutor has to run touching a part of his/her body, pretending that it hurts. The others imitate him/her
5’	4	Work in pairs: pass or kick a rugby ball. Our partner has to catch it.
12’	5	4 teams: try to do 10 passes, throwing or kicking the ball in one ½ of the court. If somebody touches our back, drop the ball (soltar el balón si nos tocan la espalda). Say “Pass me the ball”. If we reach 10 passes, we can kick the ball into the goal.
10’		Cool-down
	6	Ask to the group: which is the first part of a session? And the last...? Write both words and guess the meaning. Play escondite inglés working in pairs, keeping one ball in balance with our trunks or heads, but don´t touch the ball with our hands.
		Go to the changing room and get washed and changed!

 

Teaching Unit: Improve our  skills; health and warm up			Session Nº: 7
Objectives: Improve our skills with modified baseball. To revise various aspects of warm up.
Vocabulary and expressions: Flexibility, play catch, I caught you, bat, mirror. Revise: injury/ies, warm up, cool down, to throw, to catch, to hit, to pass, to move, to keep balance
Material: foam balls and security bats
Time	Nº	Description activity
15’	1	Warm up Remember: what is warm up for? Write the answer on the blackboard: 1.To prevent injuries 2.To be more efficient. Revise the concept injury.
	2	Students suggest some warm up exercises. Differentiate the 3 parts of the warm up. Write on the blackboard warm up sections and do : 1. general exercises 2. flexibility exercises 3. Specific exercises (sport, main activity): work in pairs, throw and catch a foam ball. (The teacher writes I caught you on the floor or the blackboard)
25’		Main activity
10’	3	Play catch to improve our skills: A pair of volunteers has to catch the rest of the team by touching them with a ball (don’t throw the ball!) saying: I caught you. Those who are caught then join the catchers until nobody else is left. (Los tocados se convierten en perseguidores hasta que no quede nadie).
15’	4	Groups of 5, with 3 balls and a bat. Introduce the word bat: 3 throw a ball 1 hits the ball with a bat (bat the ball) 1 catches the ball (the catcher). Shift the positions every 5 hits.
10’		Cool-down
	5	Sitting in a circle, stretching our legs: which is the last part of a session? Compare warm up and cool-down.
	6	You are my mirror: Everybody with a ball. Work in pairs: do the same relaxing movements as your partner, keeping the ball in balance, holding the ball, moving ...
		Go to the changing room and get washed and changed!

 

Teaching unit: Improve our  skills. Health and warm up			Session Nº: 8
Objectives: Improve our skills with foam balls. To revise various aspects of warm up.
Vocabulary and expressions: baseball, massage. Revise: flexibility, play catch,  I caught you with my ball, injury, warm up, cool down, to throw, to catch,  to bat, to hit, to pass, to move, mirror, to keep balance
Material: foam balls and security bats
Time	Nº	Description activity
15’		Warm up
	1	Remember: what is warm up for? Cover the blackboard and ask students to repeat what they learned previously. (Tapar la respuesta del encerado, para que la recuerden): 1.To prevent injuries 2.To be more efficient.
		Students revise the warm up sections, written on the blackboard: 1. general exercises (start slowly) 2. flexibility exercises (from our feet to our neck) 3. Specific exercises (sport, main activity): work in pairs, throw and catch a foam ball.
25’		Main activity
10’	2	Play catch to improve our skills: the same as last session, but there are some hoops to stay safe (home) for 5 seconds. To catch somebody it will be compulsory to say: I caught you with my ball
15’	3	Similar to baseball. Write the word. Groups of 5, with 3 balls and a bat: 3 players in line throwing balls 1 hits the ball with a bat (bat the ball) 1 catches the ball (the catcher) Shift the positions every 5 hits
10’		Cool-down
	4	Sitting in a circle: which is the last part of a session? Compare warm up and cool-down...
	5	You are my mirror: Work in pairs: do the same relaxing movements as your partner, moving slowly, keeping balance, stretching, giving massages...
		Go to the changing room and get washed and changed!

 

 

Teaching unit: Improve our  skills; health and warm up			Session Nº: 9
Objectives: Improve our skills with adapted hockey. To revise various aspects of warm up.
Vocabulary and expressions: shadow, hockey, stick, to push. Goal, cones. Revise:  to pass, to stop, to hit, warm up, cool down, general and flexibility and specific exercises.
Material: plastic hockey sticks and hockey balls
Time	Nº	Description activity
15’		Warm up
	1	Remember: what is the warm up for? Revise the answer. Differentiate the 3 parts of the warm up and do them:
	2	General exercises: work in pairs, play: I’ve got a shadow. Follow your partner, doing general exercises softly and moving the entire body. Explain the meaning of shadow
	3	Flexibility exercises. Make a circle: pass a hockey ball to suggest stretching and moving exercises. Whoever has the ball can suggest the next exercise (el que tenga la bola propone el siguiente ejercicio). From our feet to our neck
	4	Specific exercises: What’s a stick? Work in pairs, with a hockey stick: push and stop the ball.
25’		Main activity
	5	Rondo (in groups, one player in the middle tries to rob the ball). Groups of 6, list order. Remember: never lift the stick above the knees, it´s dangerous!
	6	Play hockey, 3x3 with goals made of cones. Write the rules: don’t play with your feet, don’t hit or push with the stick, never lift the stick above the knees
10’		Cool-down
	7	Escondite inglés, with stick and carrying a ball
		Go to the changing room and get washed and changed!

 

Teaching unit: Improve our  skills; health and warm up			SESSION Nº: 10
Objectives: Improve our skills with adapted hockey. To revise various aspects of warm up.
Vocabulary and expressions: dribbling. Revise: shadow, hockey, stick,  to push. Goal, cones. To pass, to stop, to hit, warm up, cool  down, general and flexibility and specific exercises, mirror.
Material: plastic hockey sticks and hockey balls
Time	Nº	Description activity
15’		Warm up
	1	Remember: the benefits of physical activity and the effects of a sedentary lifestyle (reading during supporting lessons too) What’s the warm up for? Revise the answer. Differentiate the 3 parts of the warm up and do them:
	2	General exercises: work in pairs, play: I’ve got a shadow. Follow your partner, doing general exercises, softly and moving the entire body. Revise the meaning of shadow
	3	Flexibility exercises. Make a circle: pass a hockey ball to suggest stretching and moving exercises. From our feet to our neck
	4	Specific exercises: What’s a stick? Work in pairs, with a hockey stick: push and stop the ball in movement!
25’		Main activity
	5	In pairs: dribbling around your partner with the ball. Explain dribbling.
	6	Play hockey, 3x3 with goals made of cones. Write the rules: don’t play with your feet, don’t hit or push with the stick, never lift the stick above the knees
10’		Cool-down
	7	You’re my mirror. With hockey sticks. Only stretching and keeping balance exercises.
		Encourage the students to do their best in the speaking exam (next session) Go to the changing room and get washed and changed!

 

Teaching unit: Improve our  skills; health and warm up			Session Nº: 11
Objectives: To do the speaking exam and to revise the skills test.
Vocabulary and expressions: revision: health,  sedentary lifestyle, physical exercises, warm up, etc
Material: plastic balls, hockey sticks, 1 hockey ball, individual ropes, foam balls.
Time	Nº	Description activity
10’	1 2	Initial information: remember the exercises from the first session test. Talk about the test and the way of marking Warm up Some volunteers lead the exercises
30’	3               4	Main activity Individual speaking test (choose the language either Spanish/Galician or English, answering three questions): What’s the warm up for? What are the various aspects of a general warm up? Why is it positive to do physical exercise? What’s a sedentary lifestyle? Talk about the consequences of a sedentary lifestyle. Write the individual results in the teacher’s notebook (0-10 points): speaking test. One student does the exam while the others are training for the practical test: Final test the same as 1st session : 1. In front of the goal: throw plastic balls against some cones into the goal, using hands and feet 2. In the centre of the court: pass a hockey ball with a stick. One player in the middle tries to rob the ball 3. In front of the changing room: work in pairs: pass, kick and catch a rugby ball 4. Next to the row of seats: skipping with individual ropes, moving forwards 5. Between the baskets: work in pairs, pass a foam ball while running
10’		Cool-down Stretching exercises Encourage the students to do their best in the skills test they will have in the next session

 

Teaching unit: Improve our  skills; health and warm up			Session Nº: 12
Objectives: To pass the final skills test.
Vocabulary and expressions: test. Revision: skills, warm up, sports centre,  goal, basket, changing rooms, row of seats, centre of the court, stretching
Material: plastic balls, hockey sticks, 1 hockey ball, individual ropes, foam balls.
Time	Nº	Description activity
10’	1   2	Initial information: remember the exercises from the first session test. Talk about the test and the way of marking Warm up Some volunteers lead the exercises
30’	3	Main activity Final test the same as 1st session : 6. In front of the goal: throw plastic balls against some cones into the goal, using hands and feet 7. At the centre of the court: pass a hockey ball with a stick. One player in the middle tries to rob the ball 8. In front of the changing room: work in pairs: pass, kick and catch a rugby ball 9. Next to the row of seats: skipping with individual ropes, moving forwards 10. Between the baskets: work in pairs, pass a foam ball while running Write the individual results in the teacher’s notebook (0-10 points): final skills test, effort and attitude (daily).
10’		Cool-down Stretching exercises. Talk about the results: have we actually improved our skills? Are we improving our English? Write down the conclusions in the teacher’s notebook. Congratulations because of their effort and positive attitude

References

• Campuzano López, S. y Ballester Carrión, E.J. (2010) Impulso del inglés mediante el entendimiento y la atención del cuerpo en Educación Física. EFDeportes.com, Revista Digital. Buenos Aires, Nº 151. http://www.efdeportes.com/efd151/impulso-del-ingles-en-educacion-fisica.htm

• Fernández Baena, J.G. (2008) La Educación Física bilingüe en la etapa de primaria. Descripción de una experiencia. EFDeportes.com, Revista Digital. Buenos Aires, Nº 117. http://www.efdeportes.com/efd117/la-educacion-fisica-bilingue-en-primaria.htm

• López Ortiz, M.I. y Salt Gómez, M. (2009) La formación bilingüe en la etapa de iniciación deportiva. EFDeportes.com, Revista Digital. Buenos Aires, Nº 139. http://www.efdeportes.com/efd139/la-formacion-bilingue-en-la-iniciacion-deportiva.htm

• Ortín Gil, V. y Villegas Jaén, F. (2010) Fomento del inglés a través de la Educación Física. EFDeportes.com, Revista Digital. Buenos Aires, Nº 142. http://www.efdeportes.com/efd142/ingles-a-traves-de-la-educacion-fisica.htm

• Pérez Pineda, A.I. y García López, A. (2010) Unidad didáctica de inglés aplicada a la Educación Física: ‘Let’s play with bears’. EFDeportes.com, Revista Digital. Buenos Aires, Nº 144. http://www.efdeportes.com/efd144/unidad-didactica-de-ingles.htm

• Rodríguez Abreu, M. (2010) El área de Educación Física en la enseñanza secundaria bilingüe. EFDeportes.com, Revista Digital. Buenos Aires, Nº 143. http://www.efdeportes.com/efd143/educacion-fisica-en-la-ensenanza-bilingue.htm

• Ruiz Boicet, Y. y Pérez Mompié, T. (2011) Las técnicas participativas. Una vía para estimular la expresión oral en idioma inglés, en los estudiantes de primer año, de la carrera de Cultura Física de Guantánamo. EFDeportes.com, Revista Digital. Buenos Aires, Nº 154. http://www.efdeportes.com/efd154/las-tecnicas-participativas-para-idioma-ingles.htm

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