Objectives Emerging evidence highlights the benefits of integrating physical activity and cognitive strategies, such as motor imagery (MI), into educational contexts to support language acquisition and skill development. However, the interactive effects of physical education (PE) and MI on second language learning remain underexplored. Methods This study investigated the combined impact of PE, MI, and English instruction on vocabulary retention, motor performance, and student enjoyment in junior secondary students. Using a crossover repeated-measures design, 92 students (aged 12–13) participated in seven randomized class sessions incorporating different combinations of PE, MI, and English (alone, in pairs, or all together) over a two-week period. Vocabulary retention was assessed through pre- and post-class English quizzes, motor skill performance was measured using basketball passing accuracy, and enjoyment was evaluated through post-session surveys. Results All combinations led to significant post-session improvements in English quiz scores ( p 0.001), with the highest improvements observed in the PE + MI + English condition. Similar patterns were found for passing accuracy, where PE-containing sessions produced the greatest improvements, particularly when combined with MI and English ( p 0.001). Enjoyment scores were also significantly higher in integrated conditions, especially PE + MI + English, suggesting increased engagement. A significant interaction between class type and time was found for both vocabulary and motor skill performance ( p 0.001), with very large effect sizes (ηp 2 = 0.772 and 0.699, respectively). Conclusion These findings suggest that integrating physical, cognitive, and linguistic activities may positively impact both learning outcomes and student experience, supporting a multidisciplinary, multimodal approach to education. However, longitudinal studies are needed to identify potential long-term effects on consolidated learning.
Wu et al. (Mon,) studied this question.