Author(s): WANG, W.Y., CHEN, Y.J., Institution: UNIVERSITY OF TAIPEI, Country: TAIWAN, Abstract-ID: 2161

Background & Purpose: Taiwan has been actively promoting bilingual education policy to boost students English ability and subject learning ability. One of the outcomes is the introduction of bilingual Physical Education (PE) classes in elementary schools. Despite that, there is limited research on how effective they are, particularly whether they achieve a good balance between language learning and physical activity or rather reduce students physical activity levels through heightened cognitive load. This study investigates the effects of Content and Language Integrated Learning (CLIL) on the physical activity levels and cognitive load of Taiwanese elementary school children in the setting of Physical Education (PE-in-CLIL). As there is worry over the potential effect involved in including language acquisition within students physical education, this present study endeavors to generate empirical evidence that will describe the impact of Taiwans bilingual physical education programs on physical and mental performance.
Methods: Quasi-experimental design was utilized, with 315 students in grades 1, 3, and 5 in 12 experimental classes and 334 students in 12 control classes. The intervention targeted units on jump rope, soccer, and volleyball specifically. Physical activity was measured objectively by accelerometers, and cognitive outcomes were measured by standardized tests.
Results & Findings: Both groups had significant cognitive enhancements following the intervention [experimental: pre-test 71.79, post-test 73.99, p =.016; control: pre-test 64.21, post-test 68.95, p <.001], with no significant difference between the groups (p >.05). The physical activity measures were all in the favor of the control group: sedentary time (control: 14.92 min; experimental: 19.2 min), total MVPA (control: 9.97 min; experimental: 8.47 min), and step counts, all p <.001. These results imply that bilingual educations cognitive demands can decrease student physical activity levels, which in the long run can contribute to ill health.
Discussion & Conclusion: These findings emphasize the need for policymakers and educators to carefully design bilingual PE programs to ensure that language learning is effectively integrated without compromising students physical activity and overall well-being.