The effect of bilingual Physical Education on students’ Physical Activity. Things are not always as they seem. (El efecto de la Educación Física bilingüe sobre la actividad física del alumnado. No todo es lo que parece).
DOI:
https://doi.org/10.12800/ccd.v15i43.1407Keywords:
Physical Education, CLIL, Physical Activity, Accelerometers, Approach.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.
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Una prioridad del ET2020 es incrementar la eficiencia de la enseñanza mediante el Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE). En Educación Física (EF) aún no parece claro si las sesiones mediante AICLE se ven tan modificadas como para alterar significativamente la cantidad de actividad física del alumnado en comparación con clases ordinarias. Los objetivos de este estudio fueron: (1) determinar la diferencia de Actividad Física Moderada-Vigorosa (AFMV) entre un grupo AICLE y otro no-AICLE; (2) analizar la progresión de AFMV durante una unidad de EF; (3) analizar las posibles diferencias en AFMV entre chicos y chicas. Se utilizó un diseño cuasi-experimental. La muestra estaba compuesta por 48 estudiantes de un instituto de educación secundaria español, divididos en un grupo AICLE y otro no-AICLE. Para medir objetivamente los niveles de AFMV se utilizaron acelerómetros GENEActiv. Los resultados indicaron diferencias significativas a favor del grupo AICLE, cuya media de AFMV fue mayor que la del grupo no-AICLE. En conclusión, los resultados apuntan a que AICLE podría ser un enfoque válido en EF, puesto que no necesariamente pone en riesgo la actividad física del alumnado.References
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