Abstract
The engagement motor time is one of the most studied variables in the Physical Education (PE) subject. Its importance is increasing, especially today due to the levels of physical inactivity and sedentary lifestyle of children and adolescents. The objective of this research is to know how CLIL is being implemented in PE sessions, according to the CESEFA questionnaire, and how the introduction of a new language (L2) impacts on the TCM of the subject. To this end, 30 PE sessions were recorded with different teachers, both bilingual (n = 11) and monolingual (n = 19) to later compare the information obtained using descriptive and contrast statistics (ANOVA). The results show a significant reduction of 11.4% in TCM of the bilingual groups compared to the monolingual groups. Furthermore, the implementation of CLIL in PE sessions should be improved considerably since it presents relatively low values. Finally, it is necessary to highlight the importance of specific methodological training in bilingual teachers to be able to develop their teaching work within quality criterio.
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