Bilingual physical education: the effects of CLIL on physical activity levels

ABSTRACT

Physical education (PE) is often the subject chosen for applying multilingual initiatives based on content and language integrated learning (CLIL). Some research literature (Lynott, F. J. 2008. “Integrating Other Subject Matter without Jeopardizing Physical Education Goals: The Content Linkage Approach.” Strategies 22 (1): 10–17; Merino, J. 2016. “Non-Linguistic Content in CLIL: Is Its Learning Diminished?” In CLIL Experiences in Secondary and Tertiary Education: In Search of Good Practices, edited by D. Lasagabaster, and A. Doiz, 17–43. Bern: Peter Lang) suggests that this subject could lose its essence if too much emphasis is placed on language learning, as it could lead to a reduction in moderate-vigorous physical activity (MVPA), which is directly related to healthy lifestyles. Given that PE needs to increase MVPA, while also allowing students to learn new languages, the purpose of this study is to analyse whether CLIL affects the levels of MVPA and, if so, to understand how and why. Through a mixed methodological approach based on a sequential explanatory design, data were collected and analysed in two consecutive phases: a quantitative one (n = 49) based on a quasi-experimental design in which mixed and factorial ANOVA were applied; and a qualitative one based on a subsequent analysis of interviews with 13 participants. The results show that levels of MVPA are higher in the experimental group (CLIL) due to the greater attention paid and the use of certain communicative teaching strategies.

KEYWORDS:

• Physical education
• CLIL
• moderate-vigorous physical activity
• pedagogical approach
• mixed methods

Acknowledgements

The authors thank the NIH Library Writing Center for manuscript editing assistance.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by the UJI-PREDOC/2016/03.

Notes on contributors

Celina Salvador-García

Celina Salvador-García, PhD, MSed, in-service English teacher.

Oscar Chiva-Bartoll

Oscar Chiva-Bartoll, PhD, MSed, assistant Professor in the Corporal Expression Area, specialised in Physical Education, Sport Management and Service-Learning.

Carlos Capella-Peris

Carlos Capella-Peris, PhD, MSed, postdoctoral IRTA Fellow, specialised in Physical Education, Service Learning and Social Entrepreneurship.