Flipped learning, pedagogy and digital technology: Establishing consistent practice to optimise lesson time

Abstract

Flipped learning (FL) is a pedagogical approach that has scarcely been examined in physical education (PE). As a result, we have little information regarding what PE teachers think of the approach, how they apply it, or what perceived value it has for their teaching. This research explores the reasons which two UK-based PE teachers gave for why and how they used FL to complement their use of digital technology (DigiTech). Their experiences and views are explored through a case study/appreciative inquiry approach. Data were generated from: (a) interviews with the teachers; (b) lesson observations and field notes and (c) document analysis, all of which were analysed using grounded theory. The findings showed that each teacher used FL and DigiTech in nuanced ways to support their teaching. Despite personal differences, FL was established by both teachers as a consistent routine of practice to support the use of DigiTech. The teachers’ rationales for using FL hinged on their belief that: (a) it optimised the lesson time in which students could be physically active and (b) it supported their examination PE students. Overall, the results indicated that, when used in conjunction with DigiTech, FL has the potential to pedagogically support teachers’ teaching of PE. This is particularly pertinent given the limited time allocated in the curriculum to PE (some of which is inevitably lost in the changing rooms) and the perceived need for students to be physically active in lessons.

The Perception of Adolescents’ Encounter With a Flipped Learning Intervention in Norwegian Physical Education

“…FL and its consequences for practical lessons. As suggested by, e.g., Killian et al (2016) and Sargent and Casey (2019), the students in the present study stated that more time could be dedicated to practical activity, as explanations of the activities were made in the videos. The students also mentioned that the gym is not a place where they want to sit still and listen to explanations, as one student stated: "I think it was best when we saw the videos, because if [the teacher] explained, it would not be so informative and fun.…”

“…Flipped learning in PE is a topic scarcely examined by scholars (Sargent and Casey, 2019). This reflects the general lack of research on how digital technologies are used and affect student motivation and learning in PE (Casey et al, 2017).…”

“…Furthermore, Hinojo-Lucena et al (2018) suggest applying FL in university PE due to its positive influence on motivation and academic performance. Compared to a more traditional approach in PE, the flipped approach allows for more time to be dedicated to practical activities and individual feedback, resulting in improved student learning in PE (Killian et al, 2016;Østerlie, 2016;Lina, 2017;Isidori et al, 2018;Sargent and Casey, 2019). In universities, a significant improvement in the ability of students to engage in self-study of the PE curriculum is observed as FL enriches the teaching resources of sports courses and enhances the students' interest in learning (Bing, 2017).…”

The Impact of Flipped Learning on Cognitive Knowledge Learning and Intrinsic Motivation in Norwegian Secondary Physical Education

“…This preparation is preferably a video specific to the upcoming class and includes both practical information about the activities and theoretical knowledge underpinning the class topic/aim [67]. Very little research has been undertaken into the FL approaches [68] included in PE [69]. Casey et al [70] argue that there is a lack of research on how digital technologies are used and how they affect motivation and learning in PE.…”

“…A study among Spanish PE students in their last years of primary school found a FL approach, compared to a traditional approach, to benefit students in their class with content acquisition and retention [77]. Student learning in PE, in general terms, has in several studies been demonstrated to be positively affected as more time is allocated to practical activities when comparing FL classes to traditionally conducted ones [69,[78][79][80][81]. In university PE, Hinojo-Lucena et al [82] have demonstrated that a FL approach improves academic performance and positively affects motivation.…”