Integrating Mathematics in Physical Education

Background and Rationale: The findings in the literature about the effect of physical activity on academic achievements have been equivocal. Some of the studies reported an improvement in arithmetic among girls when one weekly lesson of PE was added, and others found that boys improved academically in general when a PE lesson was added every day.

I initiated this project long before I read articles on the subject. I wanted to examine whether physical activity could be used for illustrating arithmetic concepts and abstract thinking. Many children have difficulty with math and even with simple arithmetic functions such as addition and subtraction. I thought that experiential and creative activities might help at least some of them. I adopted the `Children enjoy when they understand principles` approach. A feeling of mastery can ultimately lead to a love of arithmetic.

Aims: To improve knowledge of arithmetic by means of physical activity, and to create experiential learning that combines the senses and physical activity.

Methods: Participants were 100 first grade pupils from three classes at the Einstein School in Haifa. The population was homogeneous in that they all came from the highest socioeconomic level in Haifa.The program lasted 13 weeks. Classes were divided in half and 15-18 pupils participated in each lesson which was given alternately to each half. Each week a third lesson was added to the two PE lessons in the curriculum. These lessons included arithmetic exercises integrated into relay race games. No homework or home tasks were assigned and no other teachers or parents participated in the project.

Discussion and Conclusions: The project was not originally intended for research purposes but my impression was that the project contributed to an understanding of the arithmetic material. Some of the pupils who had experienced difficulties succeeded by means of this assistance to overcome their problems. The reactions of the parents, teachers and children reinforced this feeling.

My feeling was that the program did not provide enough physical activity or enough arithmetic activity. Therefore, my lessons today are built differently. Both physical activity and arithmetic receive greater expression. In addition, children work at a variety of work stations with activity cards.

Limitations: The children attended regular arithmetic lessons several times a week so improvements are not necessarily attributable to the PE lessons. Each class had different arithmetic teachers, each one teaching in her own style. Also, differences between the classes were found from the start.