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Integrating Physical Education and Mathematics: ACollaborative Approach to Student LearningDarrin Kitchen a & Julie Kuehl Kitchen ba Department of Sport Sciences , The University of the Pacific in Stockton , CAb Department of Kinesiology and Health Science , Cal State University in Sacramento , CAPublished online: 31 Jan 2013.

To cite this article: Darrin Kitchen & Julie Kuehl Kitchen (2013) Integrating Physical Education and Mathematics: A Collaborative Approachto Student Learning, Strategies: A Journal for Physical and Sport Educators, 26:1, 31-38, DOI: 10.1080/08924562.2012.749170

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Volume 26 • January/February  31

In the public school setting, increased pressure related to academic performance standards and achievement is placed on teachers and admin-istrators each year. As a result, physical education, particularly in elemen-

tary schools, is often signifi cantly reduced or cut entirely from the curriculum. Teachers frequently have cited that the accountability for improving academic achievement has taken precedence (Lynott, 2008). Evidence of these high-priority and high-accountability measures can be seen when investigating the inequality in minutes devoted to various content areas. In 2008, the Center on Education Policy (CEP) reported that the average amount of time elementary schools spent on English and mathematics content related to the assessments mandated by the No Child Left Behind Act was 520 and 352 minutes, respec-tively. Physical education averaged 75 minutes per week. As we look for ways to increase student time in physical education, perhaps sharing some of the 872 minutes with English and math without compromising any of the content is an excellent place to start (CEP, 2008).

ByDarrin Kitchen

and Julie Kuehl Kitchen

IntegratingIntegratingIntegratingIntegratingIntegratingIntegrating

A Collaborative Approachto Student Learning

Physical EducationPhysical EducationPhysical EducationIntegratingIntegratingIntegrating

Physical EducationIntegratingIntegratingIntegrating

Physical EducationIntegratingIntegratingIntegrating

Physical EducationIntegratingIntegratingIntegratingIntegratingIntegratingIntegrating

Physical EducationIntegratingIntegratingIntegrating

Physical EducationIntegratingIntegratingIntegrating

Physical EducationIntegratingIntegratingIntegrating

Mathematics:andandand

Physical EducationPhysical EducationPhysical Educationand

Physical EducationPhysical EducationPhysical Educationand

Physical EducationPhysical EducationPhysical Educationand

Physical EducationPhysical EducationPhysical Educationandandand 1

5 4 3 2 1 –5 –4 –3 –2 –1 0 1 2 3 4 5 –1 –2 –3 –4 –5

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With this unwavering focus and the increased pressure related to improving test results, any mention of reducing the time spent on core subjects has been met with instant resistance. Interdis-ciplinary learning that includes physical education content can begin to address this concern, because it represents a shared way to increase student learning in several content areas without hav-ing to ignore content or eliminate programs. Elementary physical education specialists, classroom teachers, and their students can all benefit from instructional strategies designed to integrate con-tent across the curricula.

Interdisciplinary EducationCone, Werner, and Cone (2009) defined interdisciplinary edu-

cation as a “process in which two or more subject areas are inte-grated with the goal of fostering enhanced learning in each sub-ject area” (p. 4). It is critical to recognize that while the integrity and uniqueness of each subject area is important, the relationship between them is important as well. Linking or finding connec-tions between subjects provides a deeper understanding of those subjects. It is through these interdisciplinary curricular endeavors that relationships between a myriad of subject areas can be expe-rienced in relevant and meaningful ways.

Some of the benefits of interdisciplinary education, as outlined by Cone et al. (2009), include: 1) providing new ways to present and use information; 2) encouraging critical thinking while nur-turing creative thinking; 3) encouraging a collaborative approach to learning; and 4) teaching students to utilize multiple sources when solving a problem. Integration of content enhances learning by presenting content in a variety of educational settings.

Why Other Subjects Should Integrate Content with Physical Education

Physical activity increases blood flow to all parts of the body, including the brain. This increase in blood flow, and subsequent increase in oxygen, allows for more effective brain functioning

(Sattelmair & Ratey, 2009). In essence, exercise feeds the brain by increasing oxygen flow. Research has shown that movement-based learning not only enhances brain function, but student re-call is improved, as is teaching effectiveness through active en-gagement of students in the learning process (Blaydes-Madigan, 2004). Creating meaningful experiences for students to apply what they have learned across the curriculum is important for the retention of learned experiences.

In addition to a plethora of brain research supporting the ben-efits of interdisciplinary education, it is equally as important to note that interdisciplinary learning is sensitive to children’s vary-ing learning-style differences. While some students may learn best by listening or visually observing the lesson, others are tac-tile–kinesthetic learners who learn best through active engage-ment in the lesson content. Cone et al. (2009) stated, “Interdisci-plinary learning speaks to children with different learning styles and often combines the modalities of seeing (visual), hearing (au-ditory) and doing (tactile-kinesthetic), allowing children the op-portunity to use their strengths to learn what they are taught” (pp. 5–6). Interdisciplinary learning through content integration uses a combination of these modalities and increases the likelihood for all students to successfully learn the content presented via the range of modalities.

No Compromises NeededOne of the most common criticisms of physical educators

contemplating taking on the responsibility of integrating content is that the physical education content may be compromised or jeopardized to accommodate for the integration of other topics (Lynott, 2008). However, Graham, Holt-Hale, & Parker (2009) presented a “content linkage approach” that can be utilized to present content without affecting the integrity of either of the objectives of the content areas integrated. In the content linkage approach, physical education and mathematic content are com-

Elementary physical education specialists,

classroom teachers, and their students

can all benefit from instructional strategies

designed to integrate content across the curricula.

Research has shown that movement-

based learning not only enhances brain

function, but student recall is improved, as is teaching effectiveness

through active engagement of students in the learning process.

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Volume 26 • January/February  33

bined in a theme, movement, or fitness activity that is taught in a physical education lesson. This typically involves developing a link between what is currently being taught in physical education and what is being taught in other content areas. For example, it requires very little effort to include the utilization of bar graphs to chart the resting, activity, and recovery heart rate before, dur-ing, and after exercise, and it should serve to highlight impor-tant concepts in both math and physical education. In this case, the content in both areas is emphasized, while neither is being jeopardized. Quite the contrary, student involvement in these lessons is enriched by this linkage in the curriculum. Further-more, physical education teachers can include graphing in their objectives but should focus specifically on the cognitive under-standing of graphing in relation to resting, activity, and recovery heart rate.

A Holistic Approach Is NeededIn the 21st century, there has been a steady increase in the

number of teachers who engage in interdisciplinary learning experiences (Nilges, 2003). These teachers may recognize how multifaceted life and learning are and that compartmentalizing content into subject-matter packages might only serve to benefit isolated recall of content-specific tasks. “Students need to be able to recognize the natural and logical connections that cut across content areas for authentic learning to occur” (Nilges, 2003, p. 6). Children’s interest in their environment is not subject-spe-cific (Cone et al., 2009). It crosses many disciplines, but students tend to be taught subjects in total isolation from one another. Seldom are young learners guided to carefully develop holistic units of learning. An interdisciplinary education approach may serve to eliminate these subject-area boundaries and present a paradigm very similar to their multifaceted life outside of the classroom.

Integration of Mathematics and Physical Education

In 2000, the National Council of Teachers of Mathematics published a document entitled Principles and Standards for School Mathematics, which strongly recommended that connections be-tween mathematics and other content areas be identified and sup-ported. These connection standards emphasized the importance of students being able to “recognize and apply mathematics in contexts outside of mathematics” (National Council of Teachers of Mathematics, 2000, p. 354).

When designing integrated lessons for physical education, and in this case mathematics, it is important for physical educators to keep in mind that the physical education activities are augmented with mathematics content that is embedded throughout the en-tire lesson, and vice versa for the mathematics teachers. Physical educators are also cautioned to consider that although there is a wealth of information that exists related to integrating content with physical education, it seems that the majority of these ideas come from people who are not qualified physical educators. Al-though there are some developmentally appropriate exceptions to this statement, including Ayers and Wilmoth (2003), Gallavan

and Muraoka (2003), Lynott (2008), Usnick, Johnson, and White (2003), and Solomon and Murata, (2008), more physical educa-tors are needed to design and develop integrated lessons and share them with colleagues to improve upon teaching effectiveness of these content areas

Steps in Developing Integration of ContentConversations can be easily initiated in the teacher lounge or at

the copy machine. Intrigued colleagues wondering what the “PE teacher” could be doing with lesson plans are easily captivated by conversation involving integration of content once they see the wide variety of options that exist through this collaboration. To initiate the conversation, to foster continued relationships, and/or to promote additional collaboration among colleagues, the fol-lowing steps are suggested.

Collaboration CornerOne simple suggestion is taking ownership of a corner of a

bulletin board in the teachers’ lounge, in the mail room, or at the copy machine. This area can become the “Collaboration Corner” were you can post content, standards, and/or information that you believe could be easily integrated into other content areas. It will soon become the area where other teachers will post curricula for upcoming months and the place where collaborative ideas can be born.

At your first meeting with a colleague interested in collaborat-ing, bring lesson plans and ideas for collaboration. It is recom-mended that you start out small by perhaps suggesting that the classroom teacher bring physical education content into the class in an easy way—for example, by including physical education content on spelling tests. The physical educator can easily do the same by taking classroom content into an activity. For example,

One of the most common criticisms of physical

educators contemplating taking on the responsibility

of integrating content is that the physical education content

may be compromised or jeopardized to

accommodate for the integration of other topics.

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34  Strategies

every time you successfully pass the volleyball to your partner, you earn a letter in the words “equilateral triangle.” As the relationship between colleagues grows, trust will increase, therefore permitting the complexity of the integration to expand as well.

Talking pointsContent standards are a vital component of the collaborative

process, for they will facilitate the creation of common “talking points” through the utilization of developmentally appropriate language. Content standards are also the jumping-off point in the creation of clearly written objectives and well-constructed lesson plans. The development of appropriate objectives is extremely im-portant because they will facilitate focus throughout the lesson for both teachers to ensure the integrity of both subjects’ content is maintained and to avoid skimming the surface of any important topics. When there is a sense that both content areas are valued in this process, teachers will be more inclined to continue this relationship and to possibly encourage additional collaboration among other faculty members.

Commitment to both content areasDuring the implementation of the lessons, each teacher must

commit to the importance of both content areas. Content from both subjects must be included in the introduction of the lesson, during the lesson activities, and then again during the well-devel-oped closure during which lesson objectives from both subject ar-eas are reviewed. The accompanying lesson plans present ideas for integrating mathematics into a fourth-grade physical education football instructional sequence. It should not be a difficult process or a daunting task. If it becomes too demanding, scale back the level of integration of content. Integrating content from another subject area should not overwhelm the lesson, only supplement its implementation.

Assessing student learningThe next step in successful collaboration is to assess learning.

Designing developmentally appropriate task sheets can be essen-tial to determining whether learning has occurred. In the exam-ples provided, the use of task sheets not only guides the students through the activities, but it will also provide valuable informa-tion related to their understanding of plotting points on a grid, creating different triangle and quadrilaterals, as well as punting, throwing, and catching a football.

Application tasksThe final step of integration will allow students to apply what

they have learned in an authentic, meaningful way. Once interdis-ciplinary lessons are successfully created, teachers should consider activities that continue to foster learning and collaboration. This can be done in a myriad of ways, including: 1) having students mentor other grade levels through modeling and/or demonstrat-ing; 2) having students create routines or video presentations for their collaborative effort; and 3) putting their learning on display for school presentations, assemblies, or back-to-school nights. These efforts not only emphasize “what” students are learning through this collaborative effort, but “how” they are learning both mathematics and physical education content.

Lesson Plan 1Fourth-Grade Mathematics Content

• Students will be able to (SWBAT) draw the points corre-sponding to linear relationships on graph paper. (CA 2.1)

• Students will understand that the length of a horizontal line segment equals the difference of the x-coordinates, corresponding with the accuracy of the throw. (CA 2.2)

• Students will understand that the length of a vertical line segment equals the difference of the y-coordinates, cor-responding with the distance of the throw. (CA 2.3)

Fourth-Grade Physical Education Content• SWBAT throw and catch an object with a partner while

both partners are moving. (CA 1.6; NASPE 1)• SWBAT catch a ball above the head, below the waist, and

away from the body. (CA 1.9; NASPE 1)• SWBAT punt a ball dropped from the hands. (CA 1.12;

NASPE 1)

Student Objectives:Psychomotor Objective: SWBAT pass a football to a receiver

running in a straight line down the field, catch a pass thrown by another student, and punt a football accurately to a stationary receiver.

Cognitive Objective: SWBAT explain the cues of throwing, catching, and punting to peers. In addition, SWBAT apply the concepts of plotting points on a single axis of a graph and finding the distance between points on a graph.

Equipment Needed: One child-sized football for each set of two students; a pencil and a clipboard for each student; a copy of Task Sheets 1 and 2. Each grid needs the following: 10 soccer or dome cones in one color; 10 cones of another color; 1 jump rope (goal line); 10 poly spots; signs to mark coordinate numbers on the x-axis and y-axis; 2 sets of signs numbered from 1 to 5 and –1 to –5; 1 sign with “0” on it; tape to affix signs to the cones; and 1 hula hoop.

Equipment and Field Setup: Start by placing the hula hoop in the middle of the field with a “0” sign affixed to it. Place one set of cones on the x-axis and one set on the y-axis, both with appro-priate signs (1 to 5 and –1 to –5) taped to them. The jump rope should be placed on the outside/bottom of the grid (beyond the most outer cone beyond –5). The footballs, poly spots, task sheets, and pencils should all be placed by the jump rope/starting line outside of the grid.* Given the extensive nature of the equipment and field setup, it is sug-gested that the grid for this activity be implemented in a station format, where additional objective-related stations are set up to practice punting for accuracy and distance, as well as receiving a punt. Math stations can also be provided so that the students are provided with adequate time to complete the task sheets.

ACTIVITY 1: Punting (partners or groups of three if needed)

The objective of the punting activity is to have students work on their punting skills, while emphasizing accuracy. The punter will stand on the designated goal line and kick toward his or her partner. Once the ball is punted, the recorder will place a poly spot

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Volume 26 • January/February  35

where the ball landed. This spot will represent the “plot” on the graph and is represented by x- and y-coordinates to be recorded on the punting task sheet for each attempt. After a predetermined number of punts, the students will plot the coordinates (marked by poly spots) on Task Sheet 1 and then answer the questions that follow.

ACTIVITY 2: Passing and Catching (partners or groups of three)

The objective is for each student to complete 10 passes to a receiver who will be in motion vertically up the field. The quar-terback and receiver will start at the goal line, which will be on a designated line below the graph (jump rope). The receiver will run vertical routes up the field, while alternating short, medium, and long. The receiver will stop where he or she catches or attempts to catch the ball and tell the quarterback the coordinate where the reception occurred. The quarterback will then record the coordi-nate on Task Sheet 2 and continue passing until all 10 passes are

attempted. The students will then switch positions and complete 10 passes.

After the coordinates are recorded on the task sheet, the stu-dents will use the data from the activity to plot the coordinates on the graph and answer the questions that follow.

Closure: It is imperative to conclude this lesson with meaningful dialogue designed to cultivate a discussion related to the students’ understanding of the lesson plan objectives.

1

Punt Attempt Coordinate

1 2 3 4 5 6 7 8 9 10

1

Plot the coordinates of each punt.

1. Which three punts were the closest to the y-axis? __________________ 2. Which two punts are the farthest away from (0, 0)? _________________

5 4 3 2 1 –5 –4 –3 –2 –1 0 1 2 3 4 5 –1 –2 –3 –4 –5

Task Sheet 1. Punting & Plotting Coordinates

Plot the coordinates of each punt.

1. Which three punts were the closest to the Y-axis? __________________

2. Which two punts are the farthest away from (0, 0)? _________________

1

Pass Attempt Distance Coordinate

1 Short Pass 2 Medium Pass 3 Long Pass 4 Short Pass 5 Medium Pass 6 Long Pass 7 Short Pass 8 Medium Pass 9 Long Pass 10 Short Pass

Task Sheet 2. Passing, Catching, and Horizontal/Vertical Line Segments

Directions: Plot the coordinates for each pass attempt.

1

Directions: Plot the coordinates for each pass attempt. 1. What was the difference in distance along the y-axis between passes? ___________

2. What is the coordinate of the least accurate pass? ______________ 3. What is the coordinate of the longest pass? ______________ 4. What is the difference along the y-axis between the longest and shortest passes?

_____________________________________ 5. Circle which passes were more accurate—short, medium, or long? 6. Why do you think these passes were the most accurate? _________________

5 4 3 2 1 –5 –4 –3 –2 –1 0 1 2 3 4 5 –1 –2 –3 –4 –5

1. What was the difference in distance along the y-axis be-tween passes? ___________

2. What is the coordinate of the least accurate pass? ______________

3. What is the coordinate of the longest pass? ______________

4. What is the difference along the y-axis between the lon-gest and shortest passes? _____________________________________

5. Circle which passes were more accurate—short, medium, or long?

6. Why do you think these passes were the most accurate? _________________

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Lesson Plan 2Fourth-Grade Mathematics Content

• SWBAT identify lines that are parallel and perpendicular. (CA 3.1)

• SWBAT identify congruent figures. (CA 3.3)• Student will know the definitions of different triangles

(equilateral, isosceles, and scalene) and be able to identify their attributes. (CA 3.7)

• Student will know the definition of different quadrilater-als, including rhombus, square, rectangle, parallelogram, and trapezoid. (CA 3.8)

Fourth-Grade Physical Education Content• SWBAT throw and catch an object with a partner while

both partners are moving. (CA 1.6; NASPE 1)• SWBAT catch a ball above the head, below the waist, and

away from the body. (CA 1.9; NASPE 1)

1

Triangle #1 Graph Quarterback (0, 0) Receiver 1 (4, 0) Receiver 2 (0, –2) Receiver 3 (0, 5) Type of Triangle?________________ Number of Congruent Lines?__________

5 4 3 2 1 –5 –4 –3 –2

–1 0 1 2 3 4 5

–1 –2 –3 –4 –5

1

Triangle #2 Graph Quarterback (0, –2) Receiver 1 (3, –2) Receiver 2 (–3, –2) Receiver 3 (0, 4) Type of Triangle? _______________ Number of Congruent Lines? ___________

5 4 3 2 1 –5 –4 –3 –2 –1 0

1 2 3 4 5

–1 –2 –3 –4 –5

Task Sheet 3. Passing, Catching, Geometric Shapes, and Measurements

(continued)

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Volume 26 • January/February  37

Student Objectives:Psychomotor Objective: SWBAT pass a football to a receiver who

is running toward a predetermined point on the field and to catch a pass thrown by another student.

Cognitive Objective: SWBAT explain the cues of throwing and catching to their peers. SWBAT identify and describe differ-ent types of triangles and quadrilaterals. In addition, they will discuss the concept of parallel and perpendicular lines as well as congruent figures.

Equipment Needed: One child-sized football for each set of four students; a pencil and a clipboard for each group of four students; a copy of Task Sheet 3. Each grid needs the following: 10 soccer or dome cones in one color; 10 cones of another color; 10 poly spots; signs to mark coordinate numbers on the x-axis and y-axis; 2 sets of signs numbered from 1 to 5 and –1 to –5; 1 sign with “0” on it; tape to affix signs to the cones; and one hula hoop.

Equipment and Field Setup: Start by placing the hula hoop in the middle of the field with a “0” sign affixed to it. Place one set

Task Sheet 3. (Continued)

1

Quadrilateral #1 Graph Quarterback (4, –3) Receiver 1 (4, 0) Receiver 2 (–3, –3) Receiver 3 (–3, 0) Type of Quadrilateral?___________ Number of Congruent Lines?___________ Pairs of Parallel Lines?_______

5 4 3 2 1 –5 –4 –3 –2 –1 0 1

2 3 4 5

–1 –2 –3 –4 –5 1

Quadrilateral #2 Graph Quarterback (2, 3) Receiver 1 (–2, 3) Receiver 2 (4, –2) Receiver 3 (–4, –2) Type of Quadrilateral? ____________ Number of Congruent Lines? ___________ Pairs of Parallel Lines? _______

5 4 3 2 1 –5 –4 –3 –2 –1 0

1 2 3 4 5

–1 –2 –3 –4 –5

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of cones on the x-axis and one set on the y-axis, both with ap-propriate signs (1 to 5 and –1 to –5) taped to them. The footballs, poly spots, task sheets, and pencils should all be placed near the hula hoop.* Given the extensive nature of the equipment and field setup, it is sug-gested that the two grids for these activities be implemented in a station format, where additional objective-related stations are set up to practice passing for accuracy and distance, as well as catching the football. Math stations can also be provided so that the students are given adequate time to complete the task sheets.

ACTIVITY 1: Passing and Catching while Creating Triangles and Quadrilaterals

Students are in groups of four and will rotate responsibilities of being the quarterback and three receivers. The task is for the receivers to run to a predesignated coordinate on the grid and for the quarterback to throw a pass to the receiver. Each receiver will be designated 1, 2, or 3 and will make note of their coordinate provided on Task Sheet 3. The quarterback remains stationary in the hula hoop (0, 0), while the receivers each take turns running a pass route to the correct coordinate. Once the quarterback has thrown a ball to all of the receivers, the group will throw the ball around the triangle to one another two times while remaining on their coordinates. Once this has been completed, the group will record the coordinates on the grid and answer the questions re-lated to the geometric shape that the plotted coordinates created. Once a group has completed these tasks, they should move on to the next set of coordinates, grid, and questions.

Closure: A quality closing discussion should be conducted and should include the information presented in the lesson objectives.

ConclusionIntegrating content can be a challenging endeavor for teachers

to initially attempt. Beginning the collaboration process itself can seem daunting, and many times, scheduling a meeting within two busy schedules is even more difficult. However, the results of these collaborations can generate learning experiences that far exceed those regularly achieved through common curricular practices. Additionally, interdisciplinary learning may actually increase stu-dent engagement in both subjects. A more holistic approach to learning will better prepare students to meet the demands of the educational and real-world settings. The lesson plans and work-sheets presented may help to bridge that gap as well.

Combining interdisciplinary practices and the mathematics and physical education content standards is illustrated through-out the lesson plans. The integrated lesson plans and worksheets illustrate specific ways to target learning in both math and physi-cal education content areas. Integrating physical education in this manner not only increases student engagement in authentic learning, but students will also be more experienced at applying mathematics in real-world settings. Specifically, students “are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables,

graphs, flowcharts and formulas” (California Department of Edu-cation, 2010, p. 1). Furthermore, the National Council of Teachers of Mathematics strongly recommended that connections between mathematics and other content areas be identified and supported. These connection standards emphasized the importance of stu-dents being able to “recognize and apply mathematics in contexts outside of mathematics” (National Council of Teachers of Math-ematics, 2000, p. 354).

Interdisciplinary learning that includes physical education content represents a shared way to increase student learning in several content areas without having to ignore content or elimi-nate physical education programs. Elementary physical education specialists, classroom teachers, and their students can all benefit from instructional strategies designed to integrate content across the curricula. Utilizing interdisciplinary learning practices will help promote content development across the curriculum and will offer the entire school community an opportunity to see how physical education is an important component of a well-rounded curriculum that strives to develop the whole child.

ReferencesAyers, S., & Wilmoth, C. (2003). Integrating scientific subdisciplinary

concepts into physical education. Teaching Elementary Physical Educa-tion, 14(4), 10–14.

Blaydes-Madigan, J. (2004). Thinking on your feet (2nd ed.). Murphy, TX: Action Based Learning.

California Department of Education. (2010). K–12 California’s Common Core State Standards for Mathematics. Sacramento, CA: Author.

Center on Education Policy. (2008). Instructional time in elementary school: A closer look at changes for specific subjects. Washington, DC: Author.

Cone, T. P., Werner, P., & Cone, S. L. (2009). Interdisciplinary elementary physical education (2nd ed.). Champaign, IL: Human Kinetics.

Gallavan, N. P., & Muraoka, D. (2003). Ten concepts for integrating so-cial studies and physical education. Teaching Elementary Physical Edu-cation, 14(4), 16–19.

Graham, G. M., Holt-Hale, S. A., & Parker, M. A. (2009). Children mov-ing (8th ed.). Columbus, OH: McGraw-Hill.

Lynott, F. J., III. (2008). Integrating other subject matter without jeopar-dizing physical education goals: The content linkage approach. Strate-gies, 22(1), 10–17.

National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.

Nilges, L. M. (2003). Interdisciplinary learning. Teaching Elementary Physical Education, 14(4), 6–8.

Sattelmair, J., & Ratey, J. J. (2009). Physically active play and cognition: An academic matter? American Journal of Play, 1(3), 365–374.

Solomon, J., & Murata, N. M. (2008). Physical education and language arts: An interdisciplinary teaching approach. Strategies, 20(6), 19–23.

Usnick, V., Johnson, R. L., & White, N. (2003). Connecting physical education and math. Teaching Elementary Physical Education, 14(4), 20–23. S

Darrin Kitchen is an assistant professor in the Department of Sport Sciences at The University of the Pacific in Stockton, CA, and Julie Kuehl Kitchen is an associate professor in the Department of Kinesiology and Health Science at Cal State University in Sacramento, CA.

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