The opening chapter contextualises the integration of Content and Language Integrated Learning (CLIL) into physical education (PE). It acknowledges the rising adoption of CLIL in academic subjects and notes how coupling language learning with movement can enhance linguistic proficiency, cognitive engagement and physical competence. The chapter also identifies gaps in existing research: most studies focus on subjects like science or history and do not address the unique cognitive and motivational demands of PE. By synthesising motivational theories—such as Self-Determination Theory and Achievement Goal Theory—with evidence from bilingual education, the monograph aims to propose an instructional framework that fosters motivation, supports language acquisition and preserves the essence of PE. The chapter outlines the structure of the volume and emphasises that its recommendations are solidly grounded in current theoretical insights, even though empirical validation lies beyond its scope.