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Writing is a skill and just like any skill it needs to be practiced and developed. That being said there are many disadvantages a student may have based on a variety of factors such as speaking a different language or having a learning disability. However, this is not something that should be alarming and it can be it is important to assist these students in an environment that recognizes the students assets. There are several ways this is possible. One way is to allow the student to use a talk to type app. Students with physical disabilities or who struggle to hold a pencil/type can still be excellent writers if they utilize these types of apps that allows them to get their thoughts written down. In addition frequent check-ins with your students can make all the difference. However, what it mainly comes down to is practice. Like mentioned above, writing is a skill. All students will have different starting points, but with all skills they are able to improve and develop as a writer.

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While writing and physical education may see to be completely different, this could not be further from the case. Like mentioned in the previous sections, writing is a tool that is often used in physical education in the form of an exit slip. In addition writing involves many skills similar to what are need in physical education. Some of these skills include, discipline, perseverance, practice and time management. This being said, even when writing isn't directly being used in exit slips or written quizzes, the skills necessary to become proficient in writing are used every single day in physical education.

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Writing is something that is extremely applicable in physical education. One way that I personally apply writing in my class almost every single day is with an exit slip. Exit slips are little pieces of paper that often have a question or writing prompt on them. They are always based on the learning objectives from that day and require the students to summarize what they learned during the class in writing. Exit slips are a powerful writing tool that promotes deep reflection of learning from the students.

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Writing is a persons ability to take their thoughts and words and bring it to life. Writing, uses many of the skills we have talked about previously such as print awareness and vocabulary. In addition it also requires text generation, writing processes, punctuation, spelling and knowledge of audiences. (Writing 2023).  Similarly to the previous skills, writing can be learned and developed over time and is an extremely important part of a child's education in school and P.E.

Writing. Reading Rockets. (2023, January 17). Retrieved April 12, 2023, from https://www.readingrockets.org/teaching/reading-basics/writing

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As with all students, vocabulary varies significantly across individuals with disabilities and lower reading levels. However, many students with reading disabilities such as dyslexia have been known to have speaking vocabulary that is well above-average. That being said, a child's vocabulary is often only as rich as their experiences. As an educator, something you can do raise your students vocabulary as a whole is make sure that your students are being read to aloud and demonstrated good vocabulary to increase their exposure and therefore progress their vocabulary development as much as possible (Spear-Swerling 2006).

Spear-Swerling, L. (2006). Vocabulary assessment and instruction for students with learning disabilities. Reading Rockets.

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According to Corrine M. Wickens and Jenny Parker, authors of the Journal of Physical Education, Recreation and Dance "Vocabulary is the basis for all content area learning, including physical education" (Wickens & Parker 2019). The basis of this quote is saying that without understanding of what someone is reading or being told, the information lies useless. While this may seem obvious to some, in the realm of physical education it can and does often get overlooked. Similarly to all other subjects, physical education has objectives that the students must grasp and without proper understanding of key vocabulary, this task becomes impossible.
Wickens, C. M., & Parker, J. (2019). Supporting vocabulary acquisition in physical education settings. Journal of Physical Education, Recreation & Dance, 90(5), 16-22.

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Teaching vocabulary in the realm of physical education is something that I try to do very often. While some may find it difficult, I believe it can become a simple task if planned out properly. What I do at my internship is write the objectives on the board and read them to the class at the start of every period. Everyday I chose at least one word that I underline and I make that the word of the day. Typically this word is one that I know the students will find tricky and one that is crucial to the understanding of the lesson. If the students learn nothing else, I make it a priority that by the end of the day they at least know the word of the day and it can be added to their vocabulary.

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Vocabulary is the words that one can understand and use. There are four types of vocabulary: listening, speaking, reading, and writing.

"Listening vocabulary refers to the words we need to know to understand what we hear. Speaking vocabulary consists of the words we use when we speak. Reading vocabulary refers to the words we need to know to understand what we read. Writing vocabulary consists of the words we use in writing"(Vocabulary 2023).

Vocabulary. (2023, January 17). Retrieved March 28, 2023, from https://www.readingrockets.org/teaching/reading-basics/vocabulary

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Reading comprehension is on of the most important aspects of reading. However, not all students stand on the same ground when it comes to understanding what they are reading. Disabilities such as ADHD, Dyslexia, Dysphasia and Autism and all greatly affect the rate at which reading comprehension is developed. This does not mean that these students cannot be helped, however; tools such a text to speech software, allowing time for your students to re-read and assigning books that are easily decodable are all great ways to help your students who are struggling. It is extremely important to provide assistance techniques like the ones shown above as an option to students to encourage them to persevere and show them they are capable of becoming strong readers!

Elkind, J., Cohen, K., & Murray, C. (1993). Using computer-based readers to improve reading comprehension of students with dyslexia. Annals of Dyslexia, 43(1), 238-259.

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Physical education has proven time and time again its ability to boost brain cognition and function. However, does this boost in cognition also help students with their reading comprehension?  In an article released in "The Physical Educator" in 2020, several educators took it upon themselves to test this. "This study exposed participants to adventure education classes with challenging developmentally appropriate tasks and other PE classes with nonstructured tasks. After the PE classes, the participants read a passage and answered 10 questions about the passage as related to language arts. Data for this study were placed into a Microsoft Excel spreadsheet and the averages were analyzed via a linear regression in Microsoft Excel. The results showed an increase in student reading comprehension scores for fifth grade and sixth grade on several of the days"(Tiberi et al, 2020). While this study produced varying results and is not yet conclusive, it is looking extremely likely that physical education, just being the way it is, can boost reading comprehension in students.

Tiberi, S., Marti, I. F., & Laughlin, M. K. (2020). Cooperative Learning in Physical Education and Its Effects on Student Reading Comprehension Scores. Physical Educator, 77(2), 294-312.

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Teaching reading comprehension in P.E. is something that the classroom teacher at my internship tries to work in often. One way that she is able to accomplish this is through a reading comprehension relay. In order to set this up, you first need 10 slips of paper in 5 different colors. This will be 50 individual slips of paper. Then you write questions on 5 pieces of one color and the answers on the other 5 of that color. These question and answers can vary greatly, but for reading comprehension it is best to do words and definitions. Once this is done, you break your class up into 5 groups and put the questions in one hoola-hoop, with then answers in another about 25 feet away. When the teacher says go the groups will send one student at a time to match a definition to the correct word and bring it back to the group. Once the group agrees with all the words and definitions then everyone in that group sits down.

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Comprehension is a readers ability to understand what they are reading. In addition, readers with good comprehension are "purposeful and active" they are able to take a text "analyze it, make sense of it, and make it their own"(Reading comprehension 2023).

Reading comprehension. (2023, January 17). Retrieved March 8, 2023, from https://www.readingrockets.org/teaching/reading-basics/comprehension

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Unfortunately, not all students have equal footing when it comes to reading fluency, however; that does not have to detract from learning. Several strategies that can be enacted in order to help students who struggle with fluency are listed below.

1. Have students read the material several times.
In P.E. the material is often task or cue cards. Encourage students to read the cards as many times as necessary for them to comprehend the meaning.

2. Pre-teach vocabulary.
Pre-teaching vocabulary can greatly help a student understand what they are reading. Guaranteeing that the student knows the main points of each task is vital to their understanding of the lesson.

3. Use Sight Words
Students are constantly taught sight words in their classroom. Why not utilize these in the realm of P.E.? Relating your class to their classroom teacher's curriculum can increase engagement and ensure understanding.

10 fluency strategies for struggling readers. (2022, November 05). Retrieved February 15, 2023, from https://www.readandspell.com/us/fluency-strategies-for-struggling-readers

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Studies have proven that reading comprehension, a major indicator of reading fluency is increased when students are subjected to physical education. A study conducted by the Journal of Educational Psychology Studies states that "data collected shows that the sample population of the study scored higher in reading comprehension scores on weeks where the administration of the lesson involved some form of physical activity as a motivator. Student surveys also showed a statistically significant increase in self-reported motivation to learn during the weeks where the lesson involved physical activity"(Drikvand et al, 2022).

This being the case, Physical Education is able to benefit readers in reading comprehension and fluency without any exterior practices necessary.

Drikvand, M., Shehniyailagh, M., & Hajiyakhchali, A. (2022). A Comparison of the Effects of “Computerized Cognitive Rehabilitation Game of Attention and Memory” and “Practical Games of Attention” on Sustained Attention, Response Inhibition, Reading Speed, and Accuracy of Reading in Students with Specific Learning Disability of Dyslexia. Journal of Educational Psychology Studies, 19(46), 47-29.

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A great way to promote reading fluency in your lessons is to demonstrate reading fluency. Teacher Scott McDowell has done this by incorporating a story into his lessons. Coach McDowell begins his class activities by reading a short book. This demonstrates fluent reading to the students. Next, he incorporates aspects of the story he read to the students into his lesson.

McDowell, S. (2023, January 05). How to: Promoting literacy through pe! - gopher PE blog. Retrieved February 15, 2023, from https://blog.gophersport.com/how-to-promoting-literacy-through-pe/

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Fluency in reading is the ability to read both internally and externally in a natural easy and natural way. Fluent readers read as if they were speaking normally and understand what they are reading(Fluency 2000).

Readers who are not fluent often sound choppy when reading and do not comprehend the words that they are reading on the first attempt.

Fluency. (2000, April). Retrieved February 15, 2023, from https://www.readingrockets.org/teaching/reading-basics/fluency

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Provide Phonics-Based Spelling for all Keywords:
Phonics-based spelling is a great way to include students who struggle decoding words. Being able to break the word down by sound is a great way to help them learn independently and promote participation in tasks.

Provide Phonics-Based Spelling in Both Languages:
Many teachers provide multiple languages when making tasks and cue cards, however; they neglect the phonics-based spelling in their second language. According to Learning at the Primary Pond, a blog for bilingual teachers "Although teaching phonics in Spanish is slightly different from teaching phonics in English, many of the same principles apply. You’ll want to use a defined scope and sequence, provide many opportunities for practice, and always connect phonics learning to real reading and writing"(How I teach beginning phonics in Spanish 2016)

How I teach beginning phonics in Spanish. (2016, February 7). Retrieved February 15, 2023, from https://learningattheprimarypond.com/blog/how-i-teach-beginning-spanish-phonics/#:~:text=Although%20teaching%20phonics%20in%20Spanish,to%20real%20reading%20and%20writing.

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The use of phonics in Physical Education is incredibly important and should not be overlooked. In P.E. a large part of learning comes from cue cards and other instructional task cards. If a student is not able to read these because they do not have the sound-letter correspondence skills then they will be missing out on a lot of learning. In lower grades especially, task cards are usually talked over before beginning tasks in order to guarantee student success and learning. In the case of all key words, they are sounded out and explained thoroughly to make sure that all students understand the key points of each lesson.

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In order to teach phonics a student must be able to form connections to previously heard sounds and understand the relationships between sounds. There are a multitude of ways to do this including:

"Analogy phonics
Teaching students unfamiliar words by analogy to known words (e.g., recognizing that the rime segment of an unfamiliar word is identical to that of a familiar word, and then blending the known rime with the new word onset, such as reading brick by recognizing that -ick is contained in the known word kick, or reading stump by analogy to jump).

Analytic phonics
Teaching students to analyze letter-sound relations in previously learned words to avoid pronouncing sounds in isolation.

Embedded phonics
Teaching students phonics skills by embedding phonics instruction in text reading, a more implicit approach that relies to some extent on incidental learning.

Phonics through spelling
Teaching students to segment words into phonemes and to select letters for those phonemes (i.e., teaching students to spell words phonemically).

Synthetic phonics
Teaching students explicitly to convert letters into sounds (phonemes) and then blend the sounds to form recognizable words"(National Reading Panel, 2017).

National Reading Panel. (2017, August 12). Phonics instruction. Retrieved February 15, 2023, from https://www.readingrockets.org/article/phonics-instruction

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Phonics:
Phonics and the instruction of phonics is the " idea that letters represent the sounds of spoken language — and that there is an organized, logical, and predictable relationship between written letters and spoken sounds"(Phonics and decoding 2023).

Decoding:
The main goal of teaching phonics is to get the students fluent in decoding. Decoding is when students have the sound-letter correspondence skills to actually "sound out and read new words"(Phonics and decoding 2023).

Phonics and decoding. (2023, January 17). Retrieved February 15, 2023, from https://www.readingrockets.org/teaching/reading-basics/phonics

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Surprisingly to some, oral language is a very large part of physical education. Not only to get directions across to students, but also to help them form deeper understandings of the lessons being taught. Additionally, students are frequently asked to respond to questions using oral language and it is expected for them to be able to describe their answers to the best of their abilities.

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Phonological awareness is important in the physical education realm because, as stated before, key words and essential questions are crucial to learning in P.E. If a student isn't able to understand a key word or parts of the essential question it is imperative that you have the ability to sound out that word and help the student come to an understanding of that word or phrase.

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3. "Use explicit teaching procedures. Many commercial materials do not cue teachers to use explicit teaching procedures; thus, the teacher often must adapt a material to include these procedures. Teachers can include explicit teaching steps within their lessons(Mercer 2002)."

4. "Provide additional practice activities. Some materials do not provide enough practice activities for students with learning problems to acquire mastery on selected skills. Teachers then must supplement the material with practice activities. Recommended practice exercises include instructional games, peer teaching activities, self-correcting materials, computer software programs, and additional worksheets(Mercer 2002)."

Mercer, C. (2002). Accommodating Students with Dyslexia in all Classroom Settings. Fact Sheet # 51. International Dyslexia Association. Retrieved from http://www.interdys.org/ewebeditpro5/upload/Accomodating_Students_with_Dyslexia_In_All_Classroom_Settings.pdf

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Below are examples of ways you can accommodate for students with Dyslexia or other reading impairments in the classroom.
1. "Use a tape recorder. Many problems with materials are related to reading disabilities. The tape recorder often is an excellent aid in overcoming this problem. Directions, stories, and specific lessons can be recorded on tape. The student can replay the tape to clarify understanding of directions or concepts. Also, to improve reading skills, the student can read the printed words silently as they are presented on tape."(Mercer 2002)

2. "Highlight essential information. If an adolescent can read a regular textbook but has difficulty finding the essential information, the teacher can mark this information with a highlight pen."(Mercer 2002)

Mercer, C. (2002). Accommodating Students with Dyslexia in all Classroom Settings. Fact Sheet # 51. International Dyslexia Association. Retrieved from http://www.interdys.org/ewebeditpro5/upload/Accomodating_Students_with_Dyslexia_In_All_Classroom_Settings.pdf

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This is another example of teacher Elaine Cleary using phonics in P.E. in a game she calls "hoops."

Instructions:

Every school has a set of these lurking around. Use them for phoneme/sound segmentation. For example, sound out the word ‘shop’ and children jump into a hoop for each sound: sh – jump, o – jump and p – jump!

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Below is an example of a game teacher Traci Major uses to teach Phonics in her P.E. class:

Teacher scatters plates around the area. The teacher will then call out a series of questions concerning phonics, and a locomotor skill to perform to answer the questions. (*they should try to make a question with every letter at least once)

Example: “Skip to the letter that makes the

“ha” sound like in the word “house”. The students should then skip to the letter “H" (Major 2003).

Major, T. (2003). Lesson plans for Physical Education. Retrieved February 1, 2023, from https://www.pecentral.org/lessonideas/ViewLesson.asp?ID=4470#.Y9q2xXbMK3B

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Phonemic awareness "is the ability to notice, think about, and work with the individual sounds (phonemes) in spoken words. Manipulating the sounds in words includes blending, stretching, or otherwise changing words"(Phonological and phonemic awareness 2023).

Usage:
Children can demonstrate phonemic awareness in several ways, including:

recognizing which words in a set of words begin with the same sound
("Bell, bike, and boy all have /b/ at the beginning.")

isolating and saying the first or last sound in a word
("The beginning sound of dog is /d/." "The ending sound of sit is /t/.")

combining, or blending the separate sounds in a word to say the word
("/m/, /a/, /p/ – map.")

breaking, or segmenting a word into its separate sounds
("up – /u/, /p/.")

(Phonological and phonemic awareness 2023).

Phonological and phonemic awareness. (2023, January 17). Retrieved February 1, 2023, from https://www.readingrockets.org/teaching/reading-basics/phonemic

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Decades of research, not to mention personal experiences, confirm that listening comprehension outpaces reading comprehension from early childhood through at least middle school. Based on their review of research, Stricht and James (1984) analyzed the gap between listening and reading comprehension by age of learner (see Figure 1). What is obvious from this figure is the fact that access to complex ideas, for many years of the learner's life, requires oral rather than written input.

Stricht, T.G., & James, J.H. (1984). Listening and reading. In P.D. Pearson, R. Barr, M.L. Kamil, & P. Mosenthal (Eds.), Handbook of Reading Research (Vol. 1, pp. 293–317). White Plains, NY: Longman.

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Now that we have discussed the broad meaning of inclusivity it is important to show what this looks like specifically in a physical education setting.

Inclusive physical education and physical activity:

Includes students with disabilities in regular physical education classes. Specifically, teaching strategies, equipment, environments, and assessments have been adapted to meet the needs of all students.(Centers for Disease Control and Prevention 2020).

Supports students with disabilities who want to participate in other physical activities before, during, and after school.(Centers for Disease Control and Prevention 2020).

Encourages students with disabilities to have the same roles and experiences as their peers who do not have a disability during physical education and other physical activities.(Centers for Disease Control and Prevention 2020).

Centers for Disease Control and Prevention. (2020). Inclusive school physical education and physical activity.

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Oral language is a powerful tool, and with anything that holds power, it must be used in a responsible manner that promotes inclusion. First, lets discuss the meaning of inclusion. According to the CDC inclusion means that, “All children, regardless of ability or disability, have the right to be respected and appreciated as valuable members of the school community, fully participate in all school activities, and interact with peers of all ability levels with opportunities to develop friendships”(Centers for Disease Control and Prevention 2020). Some ways one could successfully promote inclusion in oral language would be to make sure you are speaking at a moderate pace, repeating yourself if necessary, explaining difficult words or phrases and using language that your target audience is likely to understand.

Centers for Disease Control and Prevention. (2020). Inclusive school physical education and physical activity.

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Surprisingly to some, oral language is a very large part of physical education. Not only to get directions across to students, but also to help them form deeper understandings of the lessons being taught. Some of these application are listed below:
1. Essential Question
Behind every P.E. lesson there is an essential question that the entire lesson should be based around. For example, in my internship this week we taught tennis. The essential question was "How were you able to move and balance a ball/object on the strings of your racquet while moving?" In order to answer this question in post-class discussion the student would have been required to listen to the cues given to them in pre-class discussion and throughout the duration of the lesson.
2. Key Words
In addition to the essential question students are also asked to provide meanings to key words or phrases given to them during the lesson. The key word/phrase for the tennis unit was "short-handled implement." In order to leave class at the end of the unit the student would have had to listen to the definition of short-handled implement that was given to them during the lesson and provide an example of a short-handled implement on an exit-slip provided to them.

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Basic Definition:

Oral language is a persons ability to use and understand sounds and language.

Extended Definition:

"Oral language is the complex system that relates sounds to meanings it is made up of three components: the phonological, semantic, and syntactic" (Lindfors, 1987).

Lindfors, J.W. Children's Language and Learning, 2nd ed. Englewood Cliffs, NJ: Prentice-Hall, 1987.