The phenomenon of disciplinary literacy is crucial to learning outcomes and, therefore, requires particularly close attention. The article by Shanahan and Shanahan (2008) allows exploring the exact effects of disciplinary literacy on students’ performance. Though the authors refer directly to reading as the main area in which the proposed strategy is deployed, the impact of disciplinary literacy promotion is likely to lead to significant improvements in a range of areas, such as physical education. Due to their thoughtful analysis of the subject matter, Shanahan and Shanahan (2008) made me revisit my approach to promoting redirection and correction in physical education by developing strategies that will guide students toward greater autonomy and a better understanding of the impact of redirection and correction activities.
In addition, the article sheds light on the importance of reading in physical education, particularly in redirection and correction. Although most of the activities introduced in the course of physical education classes are intuitively understandable, their implied effect is often passed unnoticed by most learners. The described attitudes among students are to be expected since the impact of physical education practices, including those targeted at correcting and redirecting students’ activities to enhance their physical health, is not immediately evident (Shanahan & Shanahan, 2008). Thus, once students engage in active reading supported by the techniques outlined by Shanahan and Shanahan (2008), they are likely to become more aware of the impact of these activities. As a result, learners are expected to take the specified activities more seriously. Therefore, even though reading might not be seen at first as the activity that could factor in the context of physical education, it does, in fact, affect learners’ performance and motivation.
The notion of discipline literacy in physical education is particularly important for me as an educator responsible for assisting children in changing their behaviors with the help of physical activities. Specifically, the nuances of redirection and correction are tethered to essential theoretical tenets and, therefore, need to be explored by engaging in active reading of the latest materials on the subject matter. Specifically, studies offering research results that inform other physical education practices, particularly the development of student-oriented and student-specific correction and redirection approaches, are especially valuable for me as a teacher (Shanahan & Shanahan, 2008). The specified data offered in the latest studies on the subject matter guides my choice of respective teaching approaches and demonstrates how I can support learners in their journey. Most importantly, these readings have introduced me to the notion of self-directed learning as a concept that students can embrace when participating in physical education activities.
Finally, the significance of reading in physical education should be linked to the development of critical thinking skills and analytical abilities in learners. The specified competencies are also vital for learners in the physical education context as a way for learners to evaluate the extent of their skills and define the areas that need to be improved (Shanahan & Shanahan, 2008). Overall, the integration of reading into the environment of correction and redirection as a part of physical education leads to an increase in the learners’ ability to analyze their progress, set and achieve measurable goals, and be actively motivated.
Although the article focuses explicitly on the issue of reading as the main area in which the suggested strategy is used, the concept of disciplinary literacy is likely to affect learners’ performance in any domain, including physical education. The specified discovery has made me shape my attitude toward the idea of students’ engagement and understanding of the subject significantly. Specifically, I have developed an understanding of how students can be encouraged to change their behaviors by engaging in physical activities and participate in core activities.
Reference
Shanahan, T., & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents: Rethinking content-area literacy. Harvard Educational Review, 78(1), 40-59.