Language, Literature and Education: Research Updates Vol. 11

Physical education has increasingly moved beyond narrow skill-based instruction toward more holistic and learner-centred approaches that value meaningful movement, engagement, and lifelong participation. This study employs an integrative literature review design to synthesise contemporary scholarship on music integration within physical education teacher preparation (PETE), drawing on empirical, theoretical, and review-based studies across sport science, educational theory, and curriculum studies. The review examines research published between 2015 and 2025 on three interconnected areas: the effects of music in physical activity and physical education, the curricular and institutional barriers limiting its use in PETE, and interdisciplinary perspectives that may inform future curriculum development. The analysis indicates that music can enhance motivation, affective engagement, coordination, and movement learning, yet its pedagogically purposeful use remains inconsistently addressed in teacher preparation programs. It further suggests that stronger interdisciplinary collaboration, rhythm-based pedagogy, and music-informed practicum experiences could help PETE programs better prepare future teachers for holistic and engaging physical education practice. By consolidating these strands of research, the review clarifies the pedagogical significance of music integration and highlights directions for policy, practice, and future research.