Fostering motor skills in physical education: A mobile technology-supported ICRA flipped learning model

Abstract

In order to stimulate students' active participation and thirst for knowledge, researchers have attempted to integrate flipped learning into courses, which aims to solve the problems in the traditional stereotypical physical skills learning mode (e.g., imitation and repeated practice) as well as to increase peer and teacher-student interaction. However, most of the flipped learning approaches use text for knowledge transfer, and lack guidance for practicing skills. Hence, the present study referred to the educational theory of reflective practice, and proposed the Identification, Communication, Reflection, and Analysis (ICRA) learning strategy. This strategy was applied to badminton skill learning so as to develop a flipped learning approach more suitable for physical skill learning. A total of 35 students were recruited as the experimental group, which adopted the ICRA-based mobile flipped learning (ICRA-MFL) approach, while 39 students in the control group adopted the conventional mobile flipped learning (C-MFL) approach. The findings indicated that the ICRA-MFL approach could significantly enhance students' serve accuracy, serve quality, and self-reflection. Based on students' feedback, it was verified that instructing students to identify the crucial concepts, carry out peer interaction, observe their practice videos, as well as providing the criteria for objective analysis could effectively support students’ self-reflection and enhance their learning performance.