Flipped Classroom for Motor Skills: What Factors Influence College Students’ Learning Effect?

Fengyan Zhang,Baojuan Ma,Wengang Ren,Yuanpeng Zhang

doi:10.1155/2021/2148905

Fengyan Zhang, Baojuan Ma + Show 2 more

Open Access

https://doi.org/10.1155/2021/2148905

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Abstract

The study of motor skills is an essential course item for college students. Many college teachers try to introduce the flipped classroom mode into the teaching of motor skills. However, the influence of this mode on the learning effect of college students’ motor skills is uncertain. This paper builds a research model on the basis of literature review. This model is used to analyze the influence factors of flipped classroom on the learning effect of college students’ motor skills. Through questionnaire survey and empirical analysis, we verified the research hypothesis of each factor. The results show that video technical action display, video feedback of students’ technical action, and teaching interaction have a significant positive impact on the learning effect of college students’ motor skills in the flipped classroom, while video theory teaching has no significant impact. This study expands the application of flipped classroom in the field of motor skills and enriches the relevant literature of flipped classroom mode. Based on the findings of this study, we make the following recommendations: (1) teachers can use the way of video recording to display technical actions of motor skills, (2) students can use video feedback to communicate with the teacher about the learning of motor skills, and (3) flipped classroom needs to pay attention to the teaching interaction between teachers and students.

Highlights

In the process of physical education in colleges and universities, the study of motor skills is becoming more and more important
Based on the above discussion, we propose the following hypothesis: H2: There is a positive correlation between the display of video technical actions in flipped classroom and the learning effect of college students’ motor skills
We used a questionnaire design to first understand the impact of flipped classroom teaching mode on the learning effect of college students’ motor skills

Summary

Introduction

In the process of physical education in colleges and universities, the study of motor skills is becoming more and more important. Flipped classroom refers to the realignment of time in and out of the classroom and the transfer of learning decisions from teachers to students [11, 12] This new form of education and teaching overturns the traditional classroom teaching mode, and students gain the initiative instead of passively receiving education. This paper constructs a research model to expand the application of flipped classrooms in the field of motor skills It is controversial whether the flipped classroom mode can enhance students’ learning outcomes in general. This study tries to answer what are the factors that affect the learning effect of college students’ motor skills in flipped classroom and what are their mechanisms of influence?. This study takes motor skills learning as the research object, and explores the potential factors that affect students’ learning effect under the flipped classroom mode. The rest of this paper is arranged as follows: the second section is literature review, the third section proposes the model construction and research hypothesis, the fourth section presents the research method and empirical results, and the fifth section puts forward the conclusions

Literature Review

Model Construction and Hypothesis

Hypothesis

Methodology and Results

Conclusions

Conflicts of Interest