The effect of bilingual Physical Education on students’ Physical Activity. Things are not always as they seem

  1. Salvador-García, Celina 1
  2. Chiva-Bartoll, Oscar 1
  3. Colomer Diago, Carla 1
  1. 1 Facultad de Ciencias Humanas y Sociales. Universitat Jaume I, España.
Revista:
Cultura, ciencia y deporte

ISSN: 1696-5043

Año de publicación: 2020

Volumen: 15

Número: 43

Páginas: 53-61

Tipo: Artículo

DOI: 10.12800/CULTURA, CIENCIA.V15I43.1407 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Cultura, ciencia y deporte

Resumen

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.

Información de financiación

This work was supported by SPIEDA project of the University Jaume I (Reference number-3256); and UJI-PRE-DOC Grant FPI-UJI (Programa 541-A).

Financiadores

Referencias bibliográficas

  • Aelterman, N., Vansteenkiste, M., Van Keer, H., Van den Berghe, L., De Meyer, J., & Haerens, L. (2012). Students’ objectively measured physical activity levels and engagement as a function of between-class and between-student differences in motivation toward physical education. Journal of Sport and Exercise Psychology, 34(4), 457-480. doi: 10.1123/jsep.34.4.457
  • Ayuso, J. A. Z., Rivero, M. D. G., & Izquierdo, A. C. (2018). El modelo competencial en educación física: Contribución, evaluación y vinculación con sus contenidos. Cultura, Ciencia y Deporte, 13(37), 17-30. doi: 10.12800/ccd.v13i37.1035
  • Baena, A., & Granero, A. (2015). Versión española del sport satisfaction instrument (SSI) adaptado al aprendizaje de la educación física bilingüe en inglés [Spanish version of the sport satisfaction instrument (SSI) adapted to learning bilinligual in English physical ducation]. Porta Linguarum: Revista Internacional de Didáctica de las Lenguas Extranjeras, 24, 63-76. doi: 10.1387/Rev.Psicodidac.4037
  • Ball, P. (2009). Does CLIL work? In D. Hill & A. Pulverness (Eds.), The best of both worlds (pp. 32-43). Norwich: Norwich Institute for Language Education.
  • Brooke, M. (2015). A completely different ball game: Content and language integrated learning through the sociology of sport. ELTWorldOnline.com, 1-23. Retrieved from http://blog.nus.edu.sg/eltwo/?p=4799
  • Calahorro, F., Torres-Luque, G., López-Fernández, I., Santos-Lozano, A., Garatachea, N., & Álvarez, E. (2015). Actividad física y acelerometría; orientaciones metodológicas, recomendaciones y patrones [Physical activity and accelerometer: Methodological training, recommendations and movement patterns in school]. Nutrición Hospitalaria, 31(1), 115-128. doi:10.3305/nh.2015.31.1.7450
  • Campbell, D.T., & Stanley, J.C. (1963). Experimental and quasi-experimental designs for research. Reprinted from N.L. Gage (Ed.), Handbook of research on teaching. Boston: Rand McNally.
  • Ceallaigh, T. Ó., Mhurchú, S. N., & Chróinín, D. N. (2017). Balancing content and language in CLIL. Journal of Immersion and Content-Based Language Education, 5(1), 58-86. doi:10.1075/jicb.5.1.03oce
  • Cenoz, J., Genesee, F., & Gorter, D. (2014). Critical analysis of CLIL: Taking stock and looking forward. Applied Linguistics, 35(3), 243-262. doi:10.1093/applin/amt011
  • Chiva, O., & Salvador, C. (2016). Aprendizaje integrado de educación física y lengua inglesa. Aplicación crítico-deliberativa del método AICLE. Barcelona: INDE.
  • Clark, A. (1995). Boys into modern languages: An investigation of the discrepancy in attitudes and performance between boys and girls in modern languages. Gender and Education, 7(3), 315-326. doi:10.1080/09540259550039022
  • Coral, J. (2010). L’aprenetatge de l’anglès a través de l’educació física: El programa “mou-te i aprèn. Temps d’educació, 39, 149-170. Retrieved from https://ddd.uab.cat/record/117840
  • Coral, J. (2012). Aprenentatge integrat de continguts d’educació física i llengua anglesa: educació física en AICLE al cicle superior de primària. (Tesis doctoral). Universitat de Barcelona: Barcelona. Retrieved from http://hdl.handle.net/2445/43177
  • Coral, J. (2013). Physical education and English integrated learning: How school teachers can develop PE-in-CLIL Programmes. Temps d’Educació 45, 41-64. Retrieved from http://www.raco.cat/index.php/ TempsEducacio/article/view/274633
  • Coral, J., & Lleixà, T. (2016). Physical education in content and language integrated learning: successful interaction between physical education and English as a foreign language. International Journal of Bilingual Education and Bilingualism, 19(1), 108-126. doi:10.1080/136700 50.2014.977766
  • Coral, J., Lleixà, T., & Ventura. C. (2016). Foreign language competence and content and language integrated learning in multilingual schools in Catalonia: an ex post facto study analysing the results of state key competences testing. International Journal of Bilingual Education and Bilingualism. Advance online publication. doi: 10.1080/13670050.2016.1143445
  • Coral, J., Urbiola, M., Sabaté, E., Bofill, J., Lleixà, T., & Vilà Baños, R. (2017). Does the teaching of physical education in a foreign language jeopardise children’s physical activity time? A pilot study. International Journal of Bilingual Education and Bilingualism. Advance online publication. doi:10.1080/13670050.2017.1407289
  • Coyle, D., Hood, P., & Marsh, D. (2010). CLIL. Cambridge: CUP.
  • Cross, R. (2014). Defining content and language integrated learning for languages education in Australia. Babel, 49(2), 4-15. Retrieved from http://hdl.handle.net/11343/56569
  • Dalton-Puffer, C. (2011). Content-and-language integrated learning: From practice to principles?. Annual Review of Applied Linguistics, 31, 182-204. doi:10.1017/S0267190511000092
  • Dodd, G. D. (2015). The unrealised value of human motion–‘moving back to movement!’. Asia-Pacific Journal of Health, Sport and Physical Education, 6(2), 191-213. doi:10.1080/18377122.2015.1054149
  • Doiz, A., Lasagabaster, D., & Sierra, M. (2014). CLIL and motivation: The effect of individual and contextual variables. The Language Learning Journal, 42(2), 209-224. doi:10.1080/09571736.2014.889508
  • Emmanouilidou, K., & Laskaridou, C. (2017). Physical education through CLIL: Teaching movement vocabulary to young learners. Research Papers in Language Teaching and Learning, 8(1), 51-62. Retrieved from http://rpltl.eap.gr
  • Esliger, D. W., Rowlands, A. V., Hurst, T. L., Catt, M., Murray, P., & Eston, R. G. (2011). Validation of the GENEA Accelerometer. Medicine & Science in Sports & Exercise, 43(6), 1085-1093. doi:10.1249/ MSS.0b013e31820513be
  • Fairclough, S., & Stratton, G. (2005). Physical activity levels in middle and high school physical education: A review. Pediatric Exercise Science, 17(3), 217-236. doi:10.1123/pes.17.3.217
  • Fairclough, S., Noonan, R., Rowlands, A., Van Hees, V., Knowles, Z., & Boddy, L. (2016). Wear compliance and activity in children wearing wrist and hip mounted accelerometers. Medicine & Science in Sports & Exercise, 48(2), 245-253. doi:10.1249/MSS.0000000000000771
  • Fernández-Barrionuevo, E. (2017). Generalización de la motivación en aicle entre los dominios de educación física y aprendizaje en lengua extranjera en centros bilingües andaluces (Doctoral dissertation). Universidad de Granada: Granada. Retrieved from http://hdl.handle. net/10481/45493
  • Fröberg, A., Raustorp, A., Pagels, P., Larsson, C., & Boldemann, C. (2017). Levels of physical activity during physical education lessons in Sweden. Acta Paediatrica, 106(1), 135-141. doi:10.1111/apa.13551
  • Gill, M., Chan-Golston, A. M., Rice, L. N., Cole, B. L., Koniak-Griffin, D., & Prelip, M. L. (2016). Consistency of moderate to vigorous physical activity in middle school physical education. Family & Community Health, 39(4), 283-292. doi:10.1097/FCH.0000000000000115
  • Ginciene, G., & Matthiesen, S. Q. (2017). The sport education model on the teaching of track and field in school. Movimento, 23(2), 729-742. doi:10.22456/1982-8918.69788
  • Gómez, C.L., & Jimenez, M. (2012). The physical educator as a language teacher for English language learners. Strategies, 25(4), 14-17. doi:10. 1080/08924562.2012.10592157
  • Griva, E., & Kasvikis, K. (2015). CLIL in primary education: Possibilities and challenges for developing L2/FL skills, history understanding and cultural awareness. In Ν. Bakić-Mirić & D. Erkinovich Gaipov (Eds.) Current trends and issues in higher education: an international dialogue. Cambridge, UK: Cambridge Scholars.
  • Gruber, K. (2015). Improving students’ foreign language competence through Content and Language Integrated Learning (CLIL) in Physical Education (Doctoral dissertation). Wien University: Vienna. Retrieved from urn:nbn:at:at-ubw:1-30452.59277.718264-2
  • Ha, A. S., Lonsdale, C., Ng, J. Y., & Lubans, D. R. (2017). A school-based rope skipping program for adolescents: Results of a randomized trial. Preventive Medicine, 101, 188-194. doi:10.1016/j.ypmed.2017.06.001
  • Hall-López, J. A., Ochoa-Martínez, P. Y., Burruel, R. Z., Meza, E. I. A., Castro, R. A. M., & Buñuel, P. S. L. (2017) Moderate-to-vigorous physical activity during recess and physical education among mexican elementary school students. Retos. Nuevas Tendencias en Educación Física, Deporte y Recreación, (31), 137-139. Retrieved from https://recyt.fecyt.es/index.php/retos/article/view/49640/32135
  • Harvey, S., Smith, M. L., Song, Y., Robertson, D., Brown, R., & Smith, L.R. (2016). Gender and school-level differences in students’ moderate and vigorous physical activity levels when taught basketball through the tactical games model. Journal of Teaching in Physical Education, 35(4), 349-357. doi:10.1123/jtpe.2016-0089
  • Heikinaro-Johansson, P., Hasanen, E., McEvoy, E., & Lyyra, N. (2018). Preparing physical and health education pre-service teachers to support students’ physical activity and wellbeing during the school day. Curriculum Studies in Health and Physical Education, 9(1), 43-57. doi:1.1080/18377122.2017.1418181
  • Hernando, A. (2015). Caracterización de los aspectos metodológicos empleados en la enseñanza de la materia de Educación Física en los centros públicos de secundaria con sección bilingüe en inglés de Castilla y León (Doctoral dissertation) Universidad de Burgos: Burgos. doi:10.13140/RG.2.1.4968.5528
  • Hollis, J. L., Sutherland, R., Williams, A. J., Campbell, E., Nathan, N., Wolfenden, L.,... & Wiggers, J. (2017). A systematic review and meta-analysis of moderate-to-vigorous physical activity levels in secondary school physical education lessons. International Journal of Behavioral Nutrition and Physical Activity, 14(1), 52. doi:10.1186/s12966-017-0504-0
  • Hortigüela, D., & Hernando, A. (2015). El atletismo bajo el enfoque metodológico CLIL en la educación física bilingüe. [Athletics using CLIL approach in bilingual physical education]. Tándem: Didáctica de la Educación Física, (50), 54-58. Retrieved from https://dialnet.unirioja.es/servlet/articulo?codigo=5258580
  • How, Y. M., Whipp, P., Dimmock, J., & Jackson, B. (2013). The effects of choice on autonomous motivation, perceived autonomy support, and physical activity levels in high school physical education. Journal of Teaching in Physical Education, 32(2), 131-148. doi:10.1123/jtpe.32.2.131
  • Kewara, P. (2017). Phrasebook: A way out for CLIL teachers in Thailand.Latin American Journal of Content & Language Integrated Learning, 10(1), 49-73. doi:10.5294/laclil.2017.10.1.3
  • Kirk, D., MacDonald, D., & O’Sullivan, M. (Eds.). (2006). Handbook of physical education. London: Sage.
  • Kremer, M. M., Reichert, F. F., & Hallal, P. C. (2012). Intensity and duration of physical efforts in physical education classes. Revista de Saúde Pública, 46(2), 320-326. doi:10.1590/S0034-89102012005000014
  • Larsson, H., & Nyberg, G. (2017). It doesn’t matter how they move really, as long as they move. Physical education teachers on developing their students’ movement capabilities. Physical Education and Sport Pedagogy, 22(2), 137-149. doi:10.1080/17408989.2016.1157573
  • Lonsdale, C., Rosenkranz, R. R., Peralta, L. R., Bennie, A., Fahey, P., & Lubans, D. R. (2013). A systematic review and meta-analysis of interventions designed to increase moderate-to-vigorous physical activity in school physical education lessons. Preventive Medicine, 56(2), 152-161. doi:10.1016/j.ypmed.2012.12.004
  • Lopes, L., Santos, R., Mota, J., Pereira, B., & Lopes, V. (2017). Objectively measured sedentary time and academic achievement in schoolchildren. Journal of Sports Sciences, 35(5), 463-469. doi:10.1080/02640414.2016.117272
  • López Rúa, P. (2006). The sex variable in foreign language learning: an integrative approach. Porta Linguarum, 6, 99-114. Retrieved from http://hdl.handle.net/10481/30663
  • Lynott, F. J. (2008). Integrating other subject matter without jeopardizing physical education goals: The content linkage approach. Strategies, 22(1), 10-17. doi:10.1080/08924562.2012.749170
  • Marsh, D. (2002). CLIL/EMILE the European dimension. Finland: University of Jäyvskylä.
  • Martínez, F. J., & García, E. (2017). Influence of bilingualism on engagement motor time in physical education. Retos. Nuevas Tendencias en Educación Física, Deporte y Recreación (32), 178-182. Retrieved from https://recyt.fecyt.es/index.php/retos/article/view/51805/33665
  • Martínez, J. M., Jordán, O. R. C., Navarro, Á. L., & Laín, S. A. (2012). Niveles de actividad física medido con acelerómetro en alumnos de 3º ciclo de educación primaria: actividad física diaria y sesiones de educación física. Revista de Psicología del Deporte, 21(1), 117-123. Retrieved from http://www.redalyc.org/articulo.oa?id=235124455015
  • McKenzie, T. L., Marshall, S. J., Sallis, J. F., & Conway, T. L. (2000). Student activity levels, lesson context, and teacher behavior during middle school physical education. Research Quarterly for Exercise and Sport, 71(3), 249-259. doi:10.1080/02701367.2000.10608905
  • Mehisto, P., Marsh, D., & Frigols, M. J. (2008). Uncovering CLIL content and language integrated learning in bilingual and multilingual education. Oxford: Macmillan.
  • Mesa, M. D. C., Guzmán, M. E. G., & Vázquez, C. C. (2011). El estilo de enseñanza como determinante del tiempo de compromiso motor en educación física. Scientia: revista multidisciplinar de ciencias de la salud, 16(1), 40-51. Retrieved from https://hdl.handle.net/11441/77800
  • Meyer, U., Roth, R., Zahner, L., Gerber, M., Puder, J. J., Hebestreit, H., & Kriemler, S. (2011). Contribution of physical education to overall physical activity. Scandinavian Journal of Medicine & Science in Sports, 23(5), 600-606. doi:10.1111/j.1600-0838.2011.01425.x
  • Molina-García, J., Queralt, A., Estevan, I., & Sallis, J. F. (2016). Ecological correlates of Spanish adolescents’ physical activity during physical education classes. European Physical Education Review, 22(4), 479-489. doi:10.1177/1356336X15623494
  • Murillo, B., Julián, J. A., García-González, L., Abarca-Sos, A., & Zaragoza, J. (2014). Effect of gender and contents on physical activity and perceived competence in physical education. RICYDE. Revista Internacional de Ciencias del Deporte, 10(36), 131-143. doi: 10.5232/ricyde2014.03604
  • Pavey, T. G., Gomersall, S. R., Clark, B. K., & Brown, W. J. (2016). The validity of the GENEActiv wrist-worn accelerometer for measuring adult sedentary time in free living. Journal of Science and Medicine in Sport, 19(5), 395-399. doi:10.1016/j.jsams.2015.04.007
  • Pérez-Cañado, M. L. (2016). Stopping the “pendulum effect” in CLIL research: Finding the balance between Pollyanna and Scrooge. Applied Linguistics Review, 8(1), 79-99. doi:10.1515/applirev-2016-2001
  • Phillips, L. R., Parfitt, G., & Rowlands, A. V. (2013). Calibration of the GENEA accelerometer for assessment of physical activity intensity in children. Journal of Science and Medicine in Sport, 16(2), 124-128. doi:10.1016/j.jsams.2012.05.013
  • Rivera-Sosa, J.M., & Arras-Vota, A. M. (2015). Educación física y la «alfabetización física». (1st. Ed.). In J. Tarango, G. Mendoza Meraz, L.A. Fierro Ramírez, & G.A. Baca (Eds.), Aproximaciones teórico-conceptuales y metodológicas en investigación educativa (pp. 40-48). Chihuahua: Universidad Autónoma de Chihuahua.
  • Rowlands, A. V., Rennie, K., Kozarski, R., Stanley, R. M., Eston, R.G., & Olds, T.S. (2014). Children’s physical activity assessed with wrist- and hip-worn accelerometers. Medicine and Science in Sports and Exercise, 46(12), pp.2308–2316. doi:10.1249/MSS.0000000000000365
  • Salvador, C., Chiva, Ò., & Isidori, E. (2017). Aprendizaje de una lengua extranjera a través de la educación física: Una revisión sistemática. Movimento, 23(2), 647-660. doi:10.22456/1982-8918.68754
  • Salvador, C., & Chiva, Ò. (2017). CLIL in teaching physical education: views of the teachers in the Spanish context. Journal of Physical Education and Sport, 17(3), 1130 – 1138. doi:10.7752/jpes.2017.03174
  • Sánchez-Bañuelos, F. (1992). Bases para una didáctica de la educación física y el deporte. Gymnos: Madrid
  • Svennberg, L. (2017). Swedish PE teachers’ understandings of legitimate movement in a criterion-referenced grading system. Physical Education and Sport Pedagogy, 22(3), 257-269. doi:10.1080/17408989.2016.1176132
  • Turner, M. (2013). CLIL in Australia: The importance of context. International Journal of Bilingual Education and Bilingualism, 16(4), 395-410. doi:10.1080/13670050.2012.691086
  • van Kampen, E., Admiraal, W., & Berry, A. (2018). Content and language integrated learning in the Netherlands: Teachers’ self-reported pedagogical practices. International Journal of Bilingual Education and Bilingualism, 21(2), 222-236. doi:10.1080/13670050.2016.1154004
  • Viciana Ramírez, J., Mayorga-Vega, D., & Mompeán Campillo, M. (2016). Cumplimiento de los estándares curriculares de condición física-salud en educación física. Estudio de la planificación en la formación inicial. Cultura, Ciencia y Deporte, 11(32), 87-95. doi: 10.12800/ccd. v11i32.709
  • Yang, W. (2015). Content and language integrated learning next in Asia: Evidence of learners’ achievement in CLIL education from a Taiwan tertiary degree programme. International Journal of Bilingual Education and Bilingualism, 18(4), 361-382. doi:10.1080/13670050.2014.9 04840
  • Zindler, K. (2013). Content and language integrated learning (CLIL) and PE in England. An Exploratory Study (Doctoral dissertation). University of Sheffield: Sheffield. Retrieved from http://etheses.whiterose.ac.uk/ id/eprint/5522