Dialogic learning and physical education: School sport and physical education promoting health, school success and social cohesion

Abstract

Purpose: the notion of dialogic learning is on the basis of educational practices (Successful Educational Actions) and projects (Schools as Learning Communities) that are currently improving coexistence and promoting school success in more and more schools around the world. Physical Education has to find its place within this context and to define how to contribute to these aims from its specificity, as it is a subject in which the body and the movement have leading roles for learning and it is increasingly emphasizing the promotion of healthy habits. Due to all that, this article pretends to offer orientations to professionals and schools for building a more dialogic Physical Education.

Design/methodology: a review of scientific literature on Physical Education and dialogic learning has been done starting from the results of the Juega Dialoga y Resuelve [Play, Dialogue and Solve] project (Spanish RTD National Plan) and from the results obtained in the search for the topics “dialogic learning” and ”successful educational actions” in the ISI Web of Science.

Findings: the results of the literature review show that the principles of dialogic learning and their practical development can be transferred to Physical Education and school sport in order to contribute to school success and to improve students’ and their communities’ health.

Practical implications: orientations for professionals and schools to organize the practice of Physical Education and school sport in accordance with the principles of dialogic learning derive from the analysis.

Social implications: the orientations promote school success for students and social cohesion and health for them and their communities.

Originality/value: the article presents innovative elements for the organization of Physical Education and school sport that can be useful for teachers and other professionals.