Page 323 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
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The Role of Physical Activity in ESL
Klaudija Šterman Ivančič
Synopsis
The socio-emotional well-being, learning behaviour and motivation
of ESL students can be supported by including regular physical ac-
tivity in prevention and compensation ESL programmes. School-
community collaboration, extracurricular sport activities, organ-
ised sport events and expressive practices are possible forms of such
activities.
Summary
In the literature, the role of physical activity in ESL is mainly in-
vestigated in connection to the individual’s health promotion and
learning abilities. As studies (e.g. Share et al., 2013) show, ESLers lack
awareness about the importance of physical activity in their lives
and are on average less physically active than students included in
the education system. Not only do physically active students choose
healthier lifestyles, are physically and mentally healthier and tend
to achieve better in schools, physical activity also plays an impor-
tant role in supporting the individual’s socio-emotional well-being
(sense of belonging, self-efficacy, self-esteem etc.) (e.g. Castelli et al.,
2014; OECD, 2010; WHO, 2011). Through ESL prevention and com-
pensation activities such as extracurricular sport activities, organ-
ised sport events and usage of expressive practices within physical
education and activities, we can help keep socially disadvantaged
323
The Role of Physical Activity in ESL
Klaudija Šterman Ivančič
Synopsis
The socio-emotional well-being, learning behaviour and motivation
of ESL students can be supported by including regular physical ac-
tivity in prevention and compensation ESL programmes. School-
community collaboration, extracurricular sport activities, organ-
ised sport events and expressive practices are possible forms of such
activities.
Summary
In the literature, the role of physical activity in ESL is mainly in-
vestigated in connection to the individual’s health promotion and
learning abilities. As studies (e.g. Share et al., 2013) show, ESLers lack
awareness about the importance of physical activity in their lives
and are on average less physically active than students included in
the education system. Not only do physically active students choose
healthier lifestyles, are physically and mentally healthier and tend
to achieve better in schools, physical activity also plays an impor-
tant role in supporting the individual’s socio-emotional well-being
(sense of belonging, self-efficacy, self-esteem etc.) (e.g. Castelli et al.,
2014; OECD, 2010; WHO, 2011). Through ESL prevention and com-
pensation activities such as extracurricular sport activities, organ-
ised sport events and usage of expressive practices within physical
education and activities, we can help keep socially disadvantaged
323
