External integration: PE and other school subjects
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Integration of PE and other subjects may be thought in two ways- first, the integration of PE content (however defined) into other subject, and second, the integration of material from other subjects into PE. The distinction between these two categories, though somewhat artificial, is important to consider. Is integration defined as teaching PE related material in other subject areas or using the PE environment as a means of teaching concepts from math, science,or language arts? The literature reviewed in this section is more interdisciplinary than integrative because bridges are built between subjects, but fundamental restructuring of curriculum does not occur.
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Teaching Content From Other Areas in PE
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Certainly there is no lack of literature written by physical educators showcsing ideas about how PE can help teach content from other subjects. Authors suggest ways of incorporating other subjects into a movement environment, and their ideas range from helping students learn the alphabet by making letters with their bodies to understanding fractions through the use of a parachute. This review is not intended to be exhaustive, but it provides a representative sampling of the available literature. Most writing focuses on the elementary level and encompasses ideas about intergrating material from language arts (including reading and writing), math, science, geography, history, social studies, art, health, music, biology, and career education (Bennett & Hastad, 1981; Gallahue, et al., 1975; Gilburt, 1977; Jensen, G.D., 1985; Jensen, T.M., 1971; Marston, 1980; Savoy, 1971; Tenoschok, 1978; Werner 1981, 1982; Werner, Simmons, & Bowling, 1988).
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Although the ideas presented in this literature use concepts from other subject, many suggestion (as mihgt be expected) have a distinctly PE flavor. For example, math skills include keeping score in games and calculating heart rate (Bennett & Hastad, 1981) and measuring playing areas (Werner, 1982). Teaching math concepts, such as estimation, prediction, and graphing, in fitness-focused PE classes is suggested by non-physical educators Pereira-Mendoza and May (1983). Many concepts to be integrated from science are based on biomerchanics and include studying flight trajectories (Bennett & Hastad, 1981; Jensn, G.D., 1985; Savoy, 1971), the use of levers in movement (Bennett & Hastad, 1981; Gallahue, et al., 1975; Gilbert, 1977; Werner,et al., 1989), and Newton's Laws of Motion (Marston, 1980; New York State Education Deparment, 1986; Werner, et al., 1989). Suggestions for incorporating social studies into PE include teaching games and dances from holidays or other time pe! riods or cultures (Gallahue, et al., 1975; Gilbert, 1977; New York State Education Department, 1986; Werner, et al., 1986), comparing the physical activities of ancient Greeks and Romans with those of contemporary Americans (New York State Education Deparment, 1986), examining attitudes, behaviors, and personal values of athletes (Moore, 1992), and learning facts about a city or area when charting jogging mileage (saccone, 1984; Tenoschok, 1978).
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