Flipped Learning in (Physical) Education

A Flipped Learning Model in a College Physical Education Dance Course: A Non-experimental Design

“…Nevertheless, FL somehow mitigated all these risks by giving the students instructional materials to review on their own anytime, aside from the review and teacher demonstrations that were in synchronous classes [1]. Despite the leniency in the assessments in consideration of the students' difficulty thriving in online learning, students had access to all supports afforded by the university anytime such as instructional materials, handouts, and faculty and technical support.…”

“…After the students master the steps, the teacher assesses how accurately they have executed the dance steps, and for some, how creative the dance was choreographed and performed. It is through this kind of instruction that many people think that PE is merely a physical activity and not theoretical, worth discussing in-depth in an academic context [1]. Specifically, in physical education dance course that entails different genres, the following problems are common: limited class time, lecture-based instruction, and traditional assessment methods that show a gap between their practical test scores and actual application [2].…”

“…Students come more prepared to class since they have studied the lesson ahead at home before the next class and can more quickly and accurately demonstrate skills or routines focused on the session. Moreover, there is also more time for individual feedback and progress tracking through organizational guides, worksheets, or goal forms that have a list of objectives, and other informal assessment tools [1] unlike before when everybody executes the steps and skills after imitating the teacher and everybody is also expected to master these all at the same time. In reality, not all students perfect dance or sports steps quickly and accurately and not all have the same motivation and interest in learning the subject.…”

“…Since there is a dearth of FL studies that focus on a PE context in the country, this study then sheds light on whether flipped learning model can help improve the conceptual understanding and procedural fluency of the students in a dance course. Using statistical treatment, this study examined (1) the conceptual understanding and procedural fluency of the students through the results of the practical tests done before the major exams and the actual major exams, (2) the proportion of the students with improved performance scores, (3) the significant difference of the mean performance scores before and after the intervention, as well as (4) the difference between the male and female students' scores in both assessments. The results revealed that though the pilot implementation of FL in the PE course in the university yielded generally positive outcomes, some obstacles need to be addressed like technological and logistical limitations due to the sudden shift to remote learning during the pandemic, lack of readiness of the students to regulate their own learning and exhibit other relevant 21 st century skills under pressure and uncertain times, and gap between the male and female students performance due to possible latent gender issues in dance education that restrict students' creativity.…”

Flipping the Script: An Initial Exploration of Flipped Learning as an Enhanced Alternative to Traditional Physical Education Lessons

“…The FLA classes received the same content as students in the traditional instruction classes. However, they engaged with the instruction before class, online, and through text slides and teacher-curated videos in alignment with FLA implementation principles [ 16 , 34 ]. Digital content consisted of a 30-slide PowerPoint presentation that was made available through the schools’ Learning Management System.…”