Abstract
New technologies are increasingly linked to the educational world. It is necessary to develop pedagogical approaches such as flipped learning so that education and technology improve the quality of teaching to contribute to quality and sustainable education. Over the years this pedagogical approach has developed quite a bit; however, the scientific literature in physical education is still limited. The objective of the present study was to quantitatively evaluate the effects of the application of flipped learning in the acquisition of the conceptual contents of sport, in the case of the present study through volleyball. A total of 265 upper secondary school students participated in the study (126 boys: 47.9% and 137 girls: 52.1%). The total sample set was divided into two treatment groups. The first experimental treatment group received lessons with the support of flipped learning, through the Edpuzzle platform. The second treatment group or control group received the same content as the first group through traditional methodology. The findings showed that upper secondary students benefited from flipped learning in their cognitive learning about volleyball in physical education, compared to the control group. Further, the findings showed the same results on motivation, although certain differences appeared according to sex, where boys seemed to develop autonomous motivation more than girls.
Highlights
One of the current problems of education is the absence of student motivation, the lack of interest, and lack of effort to acquire new knowledge and competences (Cuenca-Ruano et al, 2021)
This result is in line with similar findings among secondary school physical education (PE) students in Norway benefiting in their learning of health-related fitness knowledge (HRFK) when experiencing a flipped learning (FL) approach (Østerlie and Mehus, 2020)
Our findings find support in other studies discovering that boys and girls seem to somewhat differ in how they benefit from a FL approach in PE in terms of autonomous motivation (Østerlie and Mehus, 2020)
Summary
One of the current problems of education is the absence of student motivation, the lack of interest, and lack of effort to acquire new knowledge and competences (Cuenca-Ruano et al, 2021). The origin of the FL approach dates to 2004, when Professors Jon Bergmann and Aaron Sams, Woodland Park High School chemistry teachers began to design their classes in a digital format, using explanatory videos as reinforcement activities for students who needed them They realized that in addition to contributing effectively to the learning of these students, they had more time to respond to the educational needs of each student (Bergmann and Sams, 2012). From this educational approach, a double objective could be achieved: 1) to attract students’ attention by using new technologies that they live with daily, and to take advantage of the greatest active practice time in the PE class (Campos-Gutiérrez et al, 2021). This approach calls for digital competence from teachers to implement it properly, as well as institutional support (Moreno-Guerrero et al, 2021)
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