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Curriculum Vitae


Name:                          Ella Shoval

Place of Birth:              Israel




University Degrees


1996-1998: Doctorate of Education, School of Education of

                   Portland State University, Portland, Oregon, USA.          

                   Dissertation: “Teaching Planning – A Hidden Vertebra”.


1984-1987: M.A. Health, Physical Education and Recreation Department

                   University of New Mexico, Albuquerque, USA.

                   Thesis: "Modification of Parents’ Perception of Their Child's Body
                                 Behavior during a Parent-Child Course in Movement."


1971-1974: B.A. in Philosophy, the Faculty of Philosophy,

                   Tel-Aviv University, Tel Aviv, Israel.


1966-1969: Senior Teaching Certificate

                   The Zinman College of Physical Education at the Wingate
Netanya, Israel.


Senior Lecturer since April, 2009.



Professional Experience


2010-2013: Coordinator and teacher, M.Ed. Program of Physical Education,
Education Department. The Washington College of


2004-2013: Coordinator and teacher, Courses for Teacher-Mentors.


2002-2006: Head of committee: "Curriculum in Physical Education for Early

                   Childhood (K-2).


2001- 2013:  Head, Early Childhood Department. The Zinman College

                     of Physical Education, Wingate Institute, Netanya & The Givat

                     Washington Academic College.


1984-1994: Curricula writer. The Institute for the Advancement of Social                                          
In schools, Bar-Ilan University, Ramat-Gan.


1978-2002: Teacher-educator for Physical Education students, The Zinman
 of Physical Education, Wingate Institute, Netanya. 
                   Taught courses such as “Relationships between Strategy of
                   Teaching and Achievements” and “The influence of Mindful
                   Movement on Cognitive Learning.”


2000-2001: Member of the computerized development teams at the MOFET


1991-1994: Advisor to “The Active School” project, Netanya.

                   Developed an instruction team for daily physical education in
In charge of learning programs using physical activity as a
                   tool for improving academic achievement and social relationships.


1985-1995: Educational curriculum writer & researcher, The Institute for the   

                   Advancement of Social Integration in Schools, Bar-Ilan University,


1971-1984: Physical Education Teacher in different schools.



Selected Functions and Activities


Teacher training colleges

  1. Member of editorial board of “The Giv’at Washington Research Journal,” Giv’at Washington College of Education (2004 – 2013).

  2. Reviewer (peer reviewer) of academic articles for a.“Dappim” of MOFET Institute; b. for “Bitnu’ah” of Wingate Institute; and for c. the periodical “European Physical Education Review” (2004 -2013).

  3. Counseling (mentoring) new teacher trainers and supporting their first publications (1998 to present).

  4. Developed a new audio methodology program for MOFET Institute. Participated in building a site for teaching methodology and responsible for the section dealing with teaching of planning (2000 – 2001).

  5. Member of various committees at the colleges in which I taught: library committees, education committees, disciplinary committees, admissions committees, research committees, instruction committees, etc.


Training teacher mentors

  1. Member of the forum of coordinators of teacher-courses at MOFET Institute (2005-2012).

  2. Participated in three intercollegiate research projects dealing with the mentoring process (2008-2012).


Physical education inspectorate

  1. Coordinator of think-tank team at MOFET Institute (2012-2013) on the subject of “The physical education curriculum of the future.”

  2. Counselor (tutor) in writing education curricula (2011-2013).

  3. A courtier in creating a test for evaluating learning in physical education for the Physical Education Inspectorate (2005-2008).

  4. Annual course for physical education inspectors on the subjects of “Thinking on Planning in Education (2003-2004).

  5. Creating the annual planning model in physical education with the Jerusalem inspectorate staff and teachers (1999-2001).


Preschool and elementary school education

  1. Chairperson of the committee for the early childhood physical education curriculum for kindergarten and physical education teachers (2004-2007); two core curricula – one for kindergarten and one for first and second grades. Ministry of Education, Ma’alot Publishers, (2007). 

  2. Established in-service training for kindergarten teachers and teacher trainers on the subject of core program for physical education; participated in the in-service course as a lecturer (2007-2013).

  3. Academic advisor in the experiment “Successful Kindergarten through Movement” (2007-2010).

  4. Recorded lectures and counseling materials for kindergarten teachers in the ‘gannet” site (2010-2011).

  5. Staff director in the experiment “The Active School” (1991-1994).



Selection of Publications


English Publications




The Unique Trio: Academic Achievement, Sport, and Gender.
Schahaf, M., Katz, Y., Shoval, E. (2014) Education and Society. 31(1).


The Challenge Kindergarten Model:  Integrating body-movement and scaffolding to keep the child in the center and make systematic progress in learning.

Shoval, E., Sharir, T. & Shulruf, B. (2013). Early Childhood Education Journal.



Success is a choice!: Explaining success in Academic Preparation Programs in Israel.
Talmor, R., Kayam, O., Shoval, E. (2013) Journal of Comparative Research in Anthropology and Sociology.


The concept of coherency in teaching – Forging an idea from professional literature, a case analysis and a discussion with experts.

Shoval, E. & Talmor, R. (2011) International Journal of Qualitative Studies in Education. 24 (4), 397–417.


Who Benefits from Cooperative Learning with Movement Activity?
Shoval, E. & Shulruf, B. School Psychology International.  32(1), 58-72. Feb. 2010.


Using Mindful Movement in Cooperative Learning while Learning about Angles.

Shoval, E. Instructional Science. 38(5), Published on line 24 June 2010


Mapping and interpreting novice physical education teachers’ self-perceptions of strengths and difficulties.

Shoval, E., Erlich, I & Fejgin, N. (2009). Physical Education & Sport Pedagogy, 15(1) 85-105.


A curriculum that includes physical activity for dealing with difficult problems in school: An analysis of coherent fundamentals.

Shoval, E. Talmor, R. & Garmize (2006). Curriculum and Teaching.  21(2), 41-60.




Moving - The Pleasure of Learning: The way body movement contributes to learning – From theory to practice.

Shoval. E. (2014). Tel Aviv: Contento de Semrik


Hebrew publications




Differences in academic achievements between boys and girls who engage in various levels of physical activity.

Shahaf, M., Katz, Y. & Shoval, E. (2014). Dappim. 58, 225-242


Taking full responsibility – pupils with learning disabilities and their teacher in a pre-academic prep course explain their success in the Matriculation Examinations.

Talmor, R., Shoval, E. and Kayam, A. (2013). Panim 62, 78-92.


Teacher mentors link theory and practice – an analysis of papers submitted by participants in a teacher-mentoring course.

Shoval, E., Gil, V. and Mirea, T. (2013). Mechkarei Hagiv’a 3.


Improving learning through setting up scaffolding for children experiencing movement in kindergarten – from practice to theory.

Shoval, E. and Sharir, T. (2013). Mechkarei Hagiv’a 3.


The link between levels of physical activity and gender, and academic achievement of secondary school students in Israel.

Shahaf, M., Katz, Y. & Shoval, E. (2012). Btnu’a 10(2), 182-196.


Characteristics of physical education teaching novices: their self-perception and physical education teacher mentors’ interpretations.

Shoval, E. & Erlich, A. (2011) in A. Schatz-Oppenheimer, D. Maskit and S. Zilberstrom (eds.), To Be a Teacher – on the Path to the Doorway to Teaching. Tama Publishing – MOFET Institute, 267-300.


Transition from teaching sports to developing physical-kinesthetic intelligence.
Shoval, E. & Lantzer, R. (2010). Haggigei Hagiv’a, 14, 120-132.


The connection between movement-aided learning activities and improvement of academic achievement in learning about angles.

Shoval, E. (2009). Dappim, 47, 185-212.


Physical education teachers and planning teaching.

Shoval, E., Swed, S., Fuchs, A. & Zeev, A. (2008). Bitnu’a.


Coherency and good teachers.

Talmor, R. & Shoval, E. (2006). Mechkarei Hagiv’a, 1, 53-84.


Mindful-Movement and its contribution to academic study: An explanation using the theory of information processing.

Shoval, E. (2005). Haggigei Hagiv'a – Annual of Givat Washington Teachers College, 181-208.


A curriculum including physical activity for the purpose of dealing with various difficulties at school: an analysis of coherent foundations.

Shoval, E. & Talmor, R. (2004). Bitnu'a, 7, 1-2, 7-37.


Fostering the body image through movement as a means to promote social relationships in class.

Shoval. E. (2004). Haggigei Hagiv’ah, 11, 189-216.


Using body movement in academic learning – development based on Vigotzky’s theory of learning.

Shoval, E. (2002). Haggigei Hagiv’ah, 10, 259-276.


Developing a professional credo in students involved in physical education teacher preparation programs: Theoretical and Practical Considerations.

Shoval, E., Nabel-Heller, N. and Lidor, R. (2002). Dappim 35, 101-133.(Hebrew).


The “professional credo” of the physical education teacher.

Nabal, N. & Shoval, E. (August, 2001). Physical Education and Sport, 51, (6) 5-9.


Can teachers implement a curriculum?

Shoval, E. (2000). Physical Education and Sport, published in three installments, 55 (4), 4-6; 54 (5), 9-10; 54 (6), 59, 25-27.


Why is it important to plan learning in physical education?

Shoval, E. & Nabal, Y. (1996). Physical Education and Sport, published in three installments, 51 (6), 11-13; 52 (1), 3-5; 52 (2), 8-11.




From the Beginning – Developing the Bodily Kinesthetic Intelligence.

Lanzer, R. & Shoval, E. (in Press). Tel Aviv: Steimastky Publication.


The pleasure of movement in the kindergarten – Activities and cards for mindful movement.

Sharir, T. & Shoval, E. (2012). Jerusalem: Division for Experimentation and Innovation, the Ministry of Education, Israel.         


"Activity – Enhance Learning: Physical Movement and Its Contribution of Academic Learning"

Shoval, E. (2006). Israel: Ach Publication.


"The Hues of the Rainbow- Advanced Reading through Movement"

Shoval, E., (1991) Ramat-Gan: Bar-Ilan University.


"Circles of Movement"

Shoval, E. & Ben-Ari, R.,(1990)  Ramat-Gan: Bar-Ilan University.


"Movement in Context"

Friedmann, E. & Shoval, E., (1989) Beer-Sheva: Educational Welfare Project.


“Being in Movement (part 3) - Experience in Time"
Shoval, E. & Lanzer, R., (1987) Netanya: Wingate Institute.


"Being in Movement (part 2) - Body Image" 

Galor., Y., Shoval, E. & Lanzer, R., (1983)  Netanya: Wingate Institute.


"Being in Movement (part 1) - Orientation in Space"

Lanzer, R., Galor, Y. & Shoval, E., (1982) Netanya: Wingate Institute.



Research Grants


2010-: 40,000 Sh. from MOFET Institute in cooperation with Giv’at Washington College of Education + 2 weekly hours from the Department of Experimentation and Initiatives in the Ministry of Education.

The subject of the research: The impact of experience through movement and the mediation of the kindergarten teacher in the areas of self-efficacy, frustration and cooperation on cognitive and psycho-motor achievements.



2004-2005: - 40,000 Sh. from MOFET Institute in cooperation with Giv’at Washington College of Education.

The subject of the research: “Learning activities occurring during the performance of body movement and academic achievement.”

The research is over. The summary report was submitted. Two articles relating to the subject were submitted for publication to peer-reviewed periodicals a month ago.



Selection of Conferences


Conference Opening: "First Forum on child Development and Basic Education" 9-10th, 2014. Piracicaba, Universidade Methodista de Piracicaba – UNIMAP, Sao-Paulo, Brazil.  

"Mindful Movement and Academic Achievements – From Theory to Reseasrch"


Keynote: Conference "Early Education and Movement" 1-2th  October, 2014, Campinas, State University of Campinas UNICAMP, Soa-Paoulo, Brazil

"Early Childhood Education and Movement - The importance and some recommendations"


The 3nd Wingate Congress of Exercise & Sport Schience, June 2014

Presentation: The Challenge Kindergarten Model:  Integrating body-movement and scaffolding to make systematic progress in learning – Tal sharir and Ella Shoval.

Presentation: The Impact of Different Types of Free Play on Children's Mastery of Fundamental Motor Skills. Ella Shoval, Tal Sharir and Boaz Shulruf.


Presentation: 15th Biennial of the International Study Association on Teachers and Teaching 5 - 8 July 2011, Braga, University of Minho, Portugal.

"Mentors' pre-Training Perceptions of their Role and its Significance for the Training Process"


12th European Conference for Research on learning and instruction.

August 2008. Budapest, Hungary.

Novice teachers: Strengths and difficulties as perceived by physical education beginning teachers and interpreted by teacher mentors.



The Fifth International Conference – Teacher Training at a Crossroads. MOFET Institute. June 2007.

"Characteristics of novice physical education teachers in their own perception"


The conference “Physical and mental well-being in the education system.” Giv’at Washington, February 2006. Chairperson of the research session.

“Learning Activities Occurring during Performance of Body Movement and Learning Achievements”



11th European Conference for Research on Learning and Instruction.

August 2005. Nicosia, Cyprus.

“Learning Activities during Body Movement and Academic Achievements.

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