Integrating English Learning into Fun Physical Education: Effects on Primary School Students’ Bilingual Proficiency, Learning Initiative, and Holistic Development within an Interdisciplinary Framework

Abstract

Grounded in the contemporary educational paradigm of interdisciplinary integration, this study investigates the incorporation of English subject learning into fun‑oriented physical education (PE) instruction at the primary school level, with the aim of examining its multifaceted effects on students’ English knowledge acquisition, bilingual communicative competence, learning initiative, and overall developmental outcomes. Employing a mixed‑method approach that combines classroom teaching practice, structured questionnaires, and quantitative data analysis, the research systematically explores the synergistic potential between PE and English language education, as well as the specific facilitating role that engaging, activity‑based PE teaching plays in enhancing English learning effectiveness among young learners. Preliminary findings suggest that such integration not only reinforces language skills through contextualized, kinesthetic activities but also significantly boosts students’ motivation and participatory engagement, thereby contributing to more balanced cognitive and affective growth. In light of these results, the study underscores the professional responsibility of young PE educators in the new era to actively champion the spirit of pedagogical dedication, maintain a dynamic balance between tradition and innovation, and persistently engage in reflective exploration and experimental practice. Ultimately, this work advocates for the continued pursuit of novel approaches to sports education that advance the broader agenda of interdisciplinary collaboration, offering both theoretical insights and practical pathways for fostering holistic, future‑ready learners in primary education.