Abstract
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.
Highlights
The educational process is continually adapting to the changes that occur in society, which rapidly evolve in the development of new information and communication technologies (ICTs)
We found that girls and boys both benefited from the flipped classroom (FC) approach when compared to the control group, who experienced a decrease in the autonomous motivational variable intrinsic motivation
As information and communication technologies (ICTs) seem to penetrate all parts of society, it is important to innovate, develop and amend pedagogical approaches in all school subjects that benefit from these technologies
Summary
The educational process is continually adapting to the changes that occur in society, which rapidly evolve in the development of new information and communication technologies (ICTs) These advances in ICTs enable the development of new instruments, such as digital blackboard, tablets, smartphone applications, etc., that can produce more effective results in the teaching–learning process of students [1]. ICTs are often used to replace traditional educational methods and approaches (e.g., the use of digital boards instead of traditional boards) Their employment can change the process followed by students in their learning, since they can interact in real time with the digital board or with your tablet, while they advance in learning and improve their attitude and predisposition, including their motivation and interest [3]. The origin of the FC approach dates to 2004, when Professors Jon Bergmann and Aaron Sams, Woodland Park
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