Building on the CLIL framework, this chapter analyses how language-integrated pedagogy can be adapted to movement-based contexts. The theoretical foundations highlight the cognitive and linguistic demands faced by learners who must simultaneously follow instructions, execute motor skills and process a foreign language. The chapter proposes a CLIL-PE pedagogical model organised into pre-task, during-task and post-task phases. In the pre-task phase, teachers introduce vocabulary and model movement, balancing language input with active participation; during the task, cooperative activities encourage functional language use embedded in action; post-task reflection consolidates vocabulary and motor strategies. The text emphasizes that fluency should take precedence over accuracy to maintain motivation and that language must serve as a tool rather than a barrier to physical learning. The model is adaptable to diverse PE settings and lays the groundwork for subsequent chapters on motivation and inclusion.