From Flipped Classroom to Personalised Learning as an Innovative Teaching Methodology in the Area of Sports Management in Physical Activity and Sport Sciences

Abstract

Application of new methodologies at Spanish universities is essential to improve the teaching–learning process, although their implementation for the initial training of students is not common. The aim of this study was to use the flipped classroom (FC) methodology in the sports management area of the bachelor’s degree in Physical Activity and Sport Sciences (DPASS). Students (n = 370) from private (n = 284) and public (n = 86) universities participated in different activities, ending with the completion of a survey in which the impact of an FC was analysed in three dimensions: (1) interaction, (2) learning, and (3) methodology and resources. The results show significant differences concerning ownership (private universities are more highly rated than public universities). In terms of gender (with no significant differences), the female students had a better perception of the FC. The most highly valued aspects in the dimensions were as follows: (1) they are more likely to collaborate with their classmates (3.95 + 1.05); (2) learning is more active and experiential (3.69 + 0.86); and (3) with an FC, they spent more time than in other subjects. The most used device was laptop (68.4%). This pioneering study is of relevance to faculty members in the field of sports as it enhances students’ engagement with their learning development.

Blended learning in physical education: A systematic review

“…The range of applications for blended learning in physical education was diverse. There were 10 articles involving sports courses such as the Physical Activity and Wellness course ( 22 ), Sports Coaching course ( 23 ), and Sports Management course ( 40 ). There were also two articles on theory courses ( 37 , 42 ).…”

“…In addition, 4 articles examined the student motivation ( 22 , 29 , 33 , 36 ) and self-efficacy ( 27 , 30 , 36 ), while 2 articles studied task load. Other Research Topics such as attendance ( 24 ), self-assessment tools ( 25 ), skills qualifications and career development ( 26 ), psychological needs ( 33 ), learning interest and attitude ( 35 ), and interaction ( 40 ) were also discovered.…”

“…These two articles on the physical education theory (PET) curriculum only used interviews and questionnaires to investigate teachers' and students' experiences and satisfaction, so future research could use other research methods such as experimental and mixed methods to further investigate students' effectiveness and depth of perception. Furthermore, three articles explored both theoretical and pedagogical activity aspects of the physical education curriculum, such as the Physical Activity and Wellness ( 22 ), Sports Coaching ( 23 ), and Sports Management ( 40 ). The findings showed that there are different specificities to the use of blended learning, particularly the collaborative nature between students, experiential learning, the increased autonomy of students in their learning process, and the greater effect of critical thinking.…”

Blended Learning and Flipped Classroom in Higher Engineering Education: Case Study and Students’ Perception in the Post-COVID-19 Period

“…The paper [46] focuses on a model to support the process of learning and active knowledge acquisition considering two aspects: (i) the management and assessment of the learning activity as well as the implementation using specifically the collaborative tool Padlet [47] to facilitate student participation, group/team collaboration and feedback. The implementation of similar methods and tools is described in [10,11,[48][49][50][51].…”

Transitioning to Flipped Classrooms: Instructors’ Perspectives

“…(2) How do instructors transitioning into flipping perceive the presences (features) of the Revised Community of Inquiry? The majority of studies on the flipped classroom (FC) before, during, and after COVID-19 focused mainly on its impact on the learners' achievement, academic performance, motivation, engagement, interaction, satisfaction, and development of higher-order thinking skills [15,[33][34][35][36][37][38][39], with fewer studies describing the instructors' perceptions of its requirements or its pedagogy. Long et al [15] affirm that the FC research that focused on the instructor's perceptions and experience in using the FC is still lacking.…”