Análisis comparativo de los perfiles motivacionales y el Estado de Flow entre una metodología tradicional y la metodología Flipped Classroom en estudiantes de Educación Física  (Comparative analysis of motivational profiles and flow status between a tradi

Ruano, Pablo Cuenca; Martínez, Salvador García; Férriz-Valero, Alberto; Martínez, Juan Tortosa

doi:10.47197/retos.v0i39.78574

Cited by 11 publications

(15 citation statements)

References 8 publications

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“…The present investigation is based on a natural experiment with a non-randomized controlled design with a pre-and a post-measure (Verjans-Janssen et al, 2018). The design reflected the layouts in similar studies (Botella et al, 2021;Campos-Gutiérrez et al, 2021;Cuenca-Ruano et al, 2021;Østerlie and Mehus, 2020). The study was approved by the University of Alicante´s Research Ethics Committee on 2 September 2020, and given the code UA-2020-09-02.…”

Section: Methodsmentioning

confidence: 99%

“…One of the current problems of education is the absence of student motivation, the lack of interest, and lack of effort to acquire new knowledge and competences (Cuenca-Ruano et al, 2021). Although in physical education (PE) most students enjoy practice, a minority of students feel unmotivated (Ntoumanis, 2001), especially in secondary education (Fernandez-Rio et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

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The Effects of Flipped Learning on Learning and Motivation of Upper Secondary School Physical Education Students

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New technologies are increasingly linked to the educational world. It is necessary to develop pedagogical approaches such as flipped learning so that education and technology improve the quality of teaching to contribute to quality and sustainable education. Over the years this pedagogical approach has developed quite a bit; however, the scientific literature in physical education is still limited. The objective of the present study was to quantitatively evaluate the effects of the application of flipped learning in the acquisition of the conceptual contents of sport, in the case of the present study through volleyball. A total of 265 upper secondary school students participated in the study (126 boys: 47.9% and 137 girls: 52.1%). The total sample set was divided into two treatment groups. The first experimental treatment group received lessons with the support of flipped learning, through the Edpuzzle platform. The second treatment group or control group received the same content as the first group through traditional methodology. The findings showed that upper secondary students benefited from flipped learning in their cognitive learning about volleyball in physical education, compared to the control group. Further, the findings showed the same results on motivation, although certain differences appeared according to sex, where boys seemed to develop autonomous motivation more than girls.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Effects of Flipped Learning on Learning and Motivation of Upper Secondary School Physical Education Students

et al. 2022

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“…Similar results have been found at the university stage. Cuenca-Ruano et al [32] concluded that the FC group presented greater values in the approach/mastery, teaching, and learning variables. When using the FC approach, teacher students have higher levels of motivation and flow status than those who teach using a traditional methodology.…”

Section: Introductionmentioning

confidence: 99%

Flipped Classroom: A Good Way for Lower Secondary Physical Education Students to Learn Volleyball

et al. 2022

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The ubiquity of digital technology in society and school demands that teachers and students explore various pedagogical approaches to make use of those technologies in a fruitful way in order to enhance students’ educational outcomes. One approach emerging in the field of physical education (PE) is the pedagogical approach called flipped classroom (FC). The first purpose of this study was to assess the effects of the application of an FC approach on 284 Spanish secondary PE students regarding learning of the conceptual content of the activity itself, in this case volleyball. The second purpose was to assess how this intervention affected their motivation from an SDT perspective. Through a quantitative approach, positive results were found regarding the positive development of autonomous motivation and cognitive learning among students following an FC approach. These results were compared to a control group following a traditional approach to PE, highlighting the relevance of the methodology applied. The findings of the present study would be valuable for policymakers and stakeholders looking to promote the integration of digital technology into PE as part of enhancing the outcomes of PE for all students and thus contributing to quality and sustainable education.

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“…Con la finalidad de atender a la salud y procurar el máximo desarrollo personal y social de la población innovadoras, otorgando al estudiante un papel más activo en el proceso de enseñanza y aprendizaje (Lleixà, 2017;Santos y Serpa, 2020). De este modo, el entorno de aprendizaje y la motivación se convierten en dos condicionantes que, en el contexto educativo, determinan el proceso de enseñanza y aprendizaje y, al mismo tiempo, dependen de las estrategias metodológicas que se apliquen en el centro educativo (Cuenca Ruano et al, 2021;Osterlie y Mehus, 2020;Gómez-Carrasco et al, 2019;Prieto Martín, 2017). El flipped classroom o clase invertida se considera un método de enseñanza activo que persigue la inmersión explícita del discente en su proceso de aprendizaje, donde se combina la enseñanza tradicional con los avances en tecnología (Santos y Serpa, 2020; Adams Becker et al, 2017).…”

Section: Introductionunclassified

“…En general, este deporte contribuye a generar hábitos de práctica deportiva, además de favorecer el desarrollo motriz y social de los estudiantes (Robles Rodríguez y Robles Rodríguez, 2021). Con frecuencia, los docentes de Educación Física ad-vierten falta de interés hacia la práctica deportiva, por lo que es preciso adaptar las estrategias de enseñanza de forma que se vea incrementada la motivación y, en consecuencia, la tasa de participación (Cuenca Ruano et al, 2021;Robles Rodríguez y Robles Rodríguez, 2021).…”

Section: Introductionunclassified

Experiencia didáctica empírica sobre la clase invertida en el área de Educación Física (Empirical didactic experience about flipped classroom on Physical Education area)

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2021

Retos

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Este estudio pretende analizar la aplicación práctica del flipped classroom o clase invertida en varios grupos de 5º curso de Educación Primaria con la finalidad de comprobar qué diferencias existen entre la implementación de un modelo de enseñanza tradicional y un modelo de enseñanza activo en el aula. Para ello, se realizó un grupo de discusión entre los maestros con el objetivo de recabar información sobre las características de los alumnos y del funcionamiento de cada grupo. Esto permitió implementar esta metodología a dos de los tres grupos participantes, siendo uno de ellos considerado el grupo control. El diseño de la unidad didáctica requirió la creación de un portal web con información y vídeos sobre los contenidos abordados, en este caso, relacionados con la práctica del balonmano. Los resultados de la evaluación muestran un rendimiento mayor en los grupos en los que se ha implementado el flipped classroom en comparación con el grupo que no lo aplica. Además, la alta participación en la clase inversa favorece el desarrollo de nuevas habilidades motrices y una mejora de la competencia social. De estos resultados se extraen como conclusiones que la aplicación del flipped classroom favorece el afianzamiento de los lazos entre profesor-alumno, así como un acercamiento de las familias hacia el estudio de sus hijos, fomentando la cooperación y colaboración entre familias y el centro educativo. Asimismo, ha mejorado la competencia motriz y social, además de la implicación y la motivación del alumnado, convirtiendo al estudiante como agente activo de su aprendizaje. Abstract: This study aims to analyze the practical application of the flipped classroom or reverse class in various groups of the 5th year of Primary Education in order to check what differences exist between the implementation of a traditional teaching model and an active teaching model in the classroom. For this, a discussion group was held among the teachers in order to collect information on the characteristics of the students and the operation of each group. This allowed two of the three participating groups to implement this methodology, one of them being considered the control group. The design of the teaching unit required the creation of a web portal with information and videos on the content addressed, in this case, related to the practice of handball. The evaluation results show a higher performance in the groups in which the flipped classroom has been implemented compared to the group that does not apply it. Furthermore, high participation in the reverse class favors the development of new motor skills and an improvement in social competence. From these results, it is concluded that the application of the flipped classroom favors the strengthening of the ties between teacher-student, as well as an approach of families towards the study of their children, promoting cooperation and collaboration between families and the educational center. Likewise, motor and social competence have improved, in addition to the involvement and motivation of the students, making the student an active agent of their learning.

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Análisis comparativo de los perfiles motivacionales y el Estado de Flow entre una metodología tradicional y la metodología Flipped Classroom en estudiantes de Educación Física (Comparative analysis of motivational profiles and flow status between a tradi

Cited by 11 publications

References 8 publications

The Effects of Flipped Learning on Learning and Motivation of Upper Secondary School Physical Education Students

The Effects of Flipped Learning on Learning and Motivation of Upper Secondary School Physical Education Students

Flipped Classroom: A Good Way for Lower Secondary Physical Education Students to Learn Volleyball

Experiencia didáctica empírica sobre la clase invertida en el área de Educación Física (Empirical didactic experience about flipped classroom on Physical Education area)

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