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Research in brief: Disciplinary literacy and verbal language in PE

By Pete on January 4, 2026 • ( 0 )

I haven’t come across many studies into disciplinary literacy development in PE, so this action research from Lindberg (2024) is fascinating.

Here’s a very brief summary – logging it here for my own reference more than anything!

The action research centres on a ten-lesson unit of work in a PE class with ten-year-olds. Lindberg reports on their various attempts to embed a disciplinary literacy focus within the unit.

It also feels hugely random in parts – Biesta’s concept of risk, a unit on circus activities, action research using a field diary… it’s a fun journey! Messy qualitative, but there some interesting learning points for Lindberg (and us!) in there:

Vocabulary instruction in PE is often delivered through physical activity, which has advantages for making it stick, but…
There’s only so much disciplinary literacy you can tap into when learners expect to be physically active and want to’ get on with it’
Starting PE lessons in a typical classroom setting can help get more academic language and metacognition into play, but does that mean extending lesson time to ensure there’s still adequate amounts physical activity?
‘disciplinary literacy was overshadowed by generic language skills’, a blocker that PE teachers under their time constraints may not be prepared for.
Limitations regarding generic language skills (possibly referring to BICS or Tier 2 vocab?) pose a ‘dialogic threat’, yet engagement in the subject content creates ‘dialogic potential’!

Anyhow, a super honest read. Recommended.

(Image by Kevin Hessey)