The effect of bilingual physical education on students’ physical activity. Things are not always as they seem

Abstract

One of the priorities of ET2020 is to increase the efficiency of teaching through the Content and Language Integrated Learning (CLIL) approach. In Physical Education (PE), it is still not crystal clear whether sessions that involve CLIL undergo such substantial modifications that the amount of physical activity in the lessons is jeopardized when compared with ordinary Physical Education lessons. The objectives of this study were: (1) to determine the difference in Moderate to Vigorous Physical Activity (MVPA) between a CLIL and a non-CLIL group; (2) to analyse the progression of MVPA during a PE unit; (3) to analyse the possible differences in MVPA between males and females. A quasi-experimental design was implemented. The sample consisted of 48 from a Spanish secondary school, divided into a CLIL group and a non-CLIL group. GENEActiv Accelerometers were used to objectively measure their MVPA. The results showed significant differences in favour of the CLIL group, whose average MVPA was higher than that of the non-CLIL group. In conclusion, the results suggest that CLIL may be a valid approach to use in PE without compromising students’ physical activity.